Kindergarten
January
Person(s)
School-Based Strategy Activity Timeline Level of Implementation
Responsible
To address the needs of all The team will meet on a Ongoing RST, MST, 0
students, teachers will biweekly basis to discuss Administration
participate in collaborative pacing, best instructional and
instructional planning practices and analyze data Kindergarten
sessions in order to to monitor student ITL's
analyze data and inform performance.
instruction. Implementation will be
monitored through lesson
plans, running records and
formative assessments and
student work samples.
To address the needs of Classroom Teachers and or Ongoing Reading and 1
identified students and Intervention teachers Math Support Right now this is team based.
student groups (FARMS, (Special Ed, ESOL, Reading Teachers,
ELL, Special Education and Specialist and Math Administration
African American, teachers Interventionist) will plan , and
will participate in weekly lessons for the Kindergarten
collaborative instructional identified students from the ITL's.
planning sessions in order data meetings that focus on
to analyze data and inform specific gaps and or
instruction. 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 samples.
To address the needs of all The team will meet Ongoing RST, MST, 0
students, teachers will quarterly to analyze Administration
participate in the summative data and devlop and
Quarterly Data long range plans. Kindergarten
Conversation/Utilization Implementation will be ITL's
Process. monitored through
teachers' Long Range Plans
with Formative
Assessments.
Focal Points
Having the
meetings will be the
key.
Meet with MST and
RST and attend Goal
1 meetings.
Hold the meetings
PreKindergarten 120
Kindergarten 122
Grade 1 - Reading 125
Grade 1 -
Mathema
tics 130
Grade 2 -
Reading 135
140
Grade 2 - Mathematics
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
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 Reading Support
instructional planning sessions lesson plans, running Teacher,
in order to analyze data and records and formative Administration, and
inform instruction. assessments and Ongoing 1st Grade ITL's.
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 a multi-group
To address the needs of all model. Implementation Reading Support
students, teachers will will be monitored Teacher,
participate in collaborative through written lesson Administration, and
instructional planning sessions. plans. Ongoing 1st Grade ITL's.
Classroom teachers will
use Words Their Way
to strengthen student
vocabulary and three
practices highlighted
To increase knowledge of best from Book by (Jan
practices teachers will focus Richardson) in their
on improving word attack skills guided reading lessons.
using explicit vocabulary Implementation will be
instruction and monitoring monitored by the
comprehension through Reading Behavior RST and 1st Grade
guided reading 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
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
Content Area (choose one): Grade 1 - Mathematics
Objective Description School-Based Strategy Activity Timeline
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.
By June 2011, the percentage of students, teachers will Implementation will be
grade one students showing participate in collaborative monitored through
mastery on the Part 1 and Part 2 instructional planning sessions lesson plans, running
Local math assessment will be in order to analyze data and records and formative
85 percent. inform instruction. assessments and Ongoing
The team will meet
quarterly to analyze
summative data and
By June 2011, the percentage of develop long range
grade one students showing To address the needs of all plans. Implementation
mastery on the Part 1 and Part 2 students, teachers will will be monitored
Local math assessment will be participate in the Quarterly through teachers' Long
85 percent. Data Utilization Process. Classroom Teachers and Ongoing
Range Plans.
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
By June 2011, the percentage of culturally relevant and
grade one students showing To address the needs of all engaging to students
mastery of their math facts from students, teachers will using the multi-group
the S.A.W. assessment will be participate in collaborative model. Implementation
70 percent or above. instructional planning sessions. will be monitored Ongoing
Pairs will be established
and weekly planning
shall occur with the goal
of full co-teaching being
By June 2011, the percentage of used in the classroom.
grade one students showing To address the needs of all Implementation will be
mastery of their math facts from students, teachers will monitored through
the S.A.W. assessment will be participate in collaborative classroom walk-
70 percent or above. DQIE planning sessions.
To increase procedural throughs.will implement Ongoing
Teachers
By June 2011, the percentage of knowledge and computational teaching strategies and
grade one students showing fluency the use of the S.A.W. games as outlined in the
mastery of their math facts from lessons and resources Van de Walle’s Teaching
the S.A.W. assessment will be including Van de Walle’s Student- Centered
70 percent or above. Teaching Student Centered Mathematics. Ongoing
Participants Aligned Professional Person(s) Home/Parent Outreach
Development Outcomes Responsible Connection
MIST,
1st Grade Administration, and
Teachers Teachers will use the CFIP model. 1st Grade ITLS'. NA
MIST,
1st Grade Teachers will use the County Administration, and
Teachers Data protocol model. 1st Grade ITLS'. NA
Teachers will participate in
Professional Development on the
following topics: Engaging the Special Education,
1st Grade Learner and Culturally Relevant ESOL, and Math
Teachers Lesson Planning Interventionists) NA
Special
Educator, and MIST and Special
1st Grade Education
Teachers. Co- teaching training Interventionist NA
Teachers will be participate in
professional development on
1st Grade Van de Walle's Teaching Student
Teachers centered Mathematics. MIST NA
Evaluation/Follow up
The percentage of grade
one students showing
mastery on the Part 1
and Part 2 Local math
assessment will be 85
percent.
The percentage of grade
one students showing
mastery on the Part 1
and Part 2 Local math
assessment will be 85
percent.
The percentage of grade
one students showing
mastery of their math
facts from the S.A.W.
assessment will be 70
percent or above.
The percentage of grade
one students showing
mastery of their math
facts from the S.A.W.
assessment will be 70
percent or above. grade
The percentage of
one students showing
mastery of their math
facts from the S.A.W.
assessment will be 70
percent or above.
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 January
Person(s) Level of
School-Based Strategy Activity Timeline
Responsible Implementation
To address the needs of all The team will meet Ongoing Reading Support 1- Long Range
students, teachers will quarterly to analyze Teacher, plans are aligned
participate in the quarterly summative data and Administration and with the essential
Data Utilization Process. develop long range the 2nd Grade ITL. curriculum and the
plans. Implementation behavioral
will be monitored checklist.
through teachers' Long
Range Plans.
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 and long
participate in collaborative discuss pacing, best Administration, and range plans and is
instructional planning sessions instructional practices 2nd Grade ITL using the reading
in order to analyze data and and analyze data to behavioral
inform instruction. monitor student checklistand
performance. anecdotal records to
Implementation will be determine the
monitored through developmental level
of students rather
lesson plans, running
then formative
records and formative
assessments.
assessments and
To address the needs of all Classroom Teachers and Ongoing Reading Support 2- The team plans
students, teachers will or Intervention teachers Teacher, with the
participate in collaborative (Special Ed, ESOL, Administration, and interventionist to
instructional planning sessions. Reading Specialist, and 2nd Grade ITL modify lessons for
Math Interventionists) the multi-group
will plan weekly lessons model.
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.
To increase knowledge of best Classroom teachers will Weekly RST and 1st Grade 1- 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.
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-group model
will be incorporated and
will be monitored
To address the needs of all through informal
students, teachers will classroom walk RST and 2nd Grade
differentiate instruction. throughs. Ongoing ITL's 3
Focal Points
Discussions should be
more focused around the
behavioral checklist.
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.
After implementing this
strategy for second
quarter the team has
realized implementation
is monitored through
running records,
anectodal records
observations and student
work samples and this
should be reflected in the
strategy. The RST will
contiunue to provide PD
on using running records.
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
Sepcial Ed Resource
teacher in order to use
more resources in their
teaching.
Teachers will continue
differentiating instruction
Grade 2 - Mathematics January
Person(s) Level of
School-Based Strategy Activity Timeline
The team will meet on a Responsible Implementation
biweekly basis to
discuss pacing, best
instructional practices 2- Teachers develop
and analyze data to formative
monitor student assessments such as
To address the needs of all performance. exit tickets,
students, teachers will Implementation will be eliminate it and
participate in collaborative monitored through notes from Math.
instructional planning sessions lesson plans, running MIST, Ell learners is the
in order to analyze data and records and student Administration, and targeted group for
inform instruction. work samples. Ongoing 2nd Grade ITLS'. 2nd grade.
1- Using a new
The team will meet template in order to
quarterly to analyze target specific
summative data and objectives under
develop long range each unit.
To address the needs of all plans. Implementation
students, teachers will will be monitored MIST,
participate in the Quarterly through teachers' Long Administration, and
Data Utilization Process. Range Plans. Ongoing 2nd Grade ITLS'.
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 2- This is the
engaging to students beginning of a new
using the mulit-group program using
To address the needs of all model. Implementation Reading Support formative
students, teachers will will be monitored Teacher, assessments/studen
participate in collaborative through written lesson administration and t work samples to
instructional planning sessions. plans. Ongoing 2nd Grade ITL guide instruction.
Pairs will be established 2- The team plans
and weekly planning with the
shall occur with the goal interventionist to
of full co-teaching modify lessons and
model being used in the the 3 group model
classroom. County Special is always used when
To address the needs of all Implementation will be EducationResource the co-teacher is in
students, teachers will monitored through Teacher and the room.
participate in collaborative classroom walk- Instrucitonal
DQIE planning sessions. throughs and the DQIE Ongoing Facilitators.
1- Use data centers,
Teachers will implement
timed tests and
teaching strategies and
diagnostic tests.
games as outlined in the
Strategies at Work
To increase procedural Program.
knowledge and computational Implementation will be
fluency the use of the S.A.W. monitored through
lessons and resources will be porgress on the S.A.W.
implemented unit tests. Ongoing MIST
Students will be
1- using vocabulary
engaged in
cards and framed
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
To address the needs of all incorporated and will be
students, teachers will monitored through
differentiate instruction. informal classroom walk Ongoing
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. Hard to
fit in the formal lessons
weekly. Currently
incorporating into the
daily lessons as warm-
ups.
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 January
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. 3
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 3
Classroom Teachers and
or Intervention teachers
(Special Ed, ESOL,
Reading and Specialist, )
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 Reading Support
students, teachers will plans,running records, Teacher,
participate in collaborative formative assessments Administration, and
instructional planning sessions. and student work Ongoing 3rd Grade ITL 2
The teachers will
increase reading
proficiency through the
book talks, peer
discussions and
reciprocal teaching
evident in their daily Reading Support
To address the needs of all lessons. Teacher,
students, teachers will Implementation will be Administration and
differentiate instruction. monitored through Ongoing the 3rd Grade ITL. 3
The teachers will
incorporate the optimal Reading Support
To address the needs of all learningmodel during Teacher,
students, teachers will BCR instruction as well Administration and
differentiate instruction. as genre writing Ongoing the 3rd Grade ITL. 3
Students will have daily
practice with word
study in their warm-ups.
To address the needs of all Implementation will be
students, teachers will moniroted through
differentiate instruction. informal walk-throughs Ongoing 3rd Grade ITL 3
Pairs will be established
and weekly planning
shall occur with the goal
of full co-teaching being County Special
To address the needs of all used in the classroom. Education Resource
students, teachers will Implementation will be Teacher and
participate in collaborative monitored through Instructional
DQIE planning sessions. classroom walk- Ongoing Facilitators. 1
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-group model
will be incorporated and
To address the needs of all will be monitored
students, teachers will through informal
differentiate instruction. classroom walk Ongoing RT, and 3rd Grade ITLs 3
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 January
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 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'. 2
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'. 3
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. 3
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
To address the needs of all monitored through Education
students, teachers will classroom walk- Resource Teacher
participate in collaborative throughs and the DqIE and Instructional
DQIE planning sessions. plan.
Teachers will implement Ongoing Facilitators. 1
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 monotred through
Teaching Student Centered porgress on the S.A.W.
Mathematics. unit tests. Ongoing MST 2
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-
To address the needs of all group model will be
students, teachers will incorporated and will be MST and 3rd
differentiate instruction. monitored through ongoing Grade ITL 2
Focal Points
Pd will focus on writing
long range plans, pacing
and using formative
assessments to adjust
instruction.
Pd will focus on writing
long range plans, pacing
and using formative
assessments to adjust
instruction.
lesson plans, work
samples and flexible
grouping
Teachers will begin
planning sessions.
Teachers are infusing
SAW lessons into weekly
plans and first in Math.
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 -
Mathemat
ics 150
Grade 4 -
Reading 155
160
Grade 4 - Mathematics
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
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 a
The team will 3
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 and Ongoing
Classroom Teachers 4th Grade ITL 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
engaging to students
using the multi-group
model. Implementation
To address the needs of all will be monitored Reading Support
students, teachers will through written lesson Teacher,
participate in collaborative plans and student work Administration, and
instructional planning sessions. samples. Ongoing 4th Grade ITL 3
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 into Administration and
differentiate instruction. 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-teaching being County Special
To address the needs of all used in the classroom. Education Resource
students, teachers will Implementation will be Teacher and
participate in collaborative monitored through Instructional
DQIE planning sessions. classroom walk- Ongoing Facilitators. 3
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-group model
To address the needs of all will be incorporated and
students, teachers will will be monitored RST, andd 4th
differentiate instruction. through informal ongoing Grade ITL 3
Focal Points
Bring work samples to
share and discuss at data
meetings in order for us
to adjust instruction.
Bring work samples to
share and discuss at long
range planning/team
meetings in order for us
to adjust instruction.
PD on book talks and plan
reciprocal teaching
lessons.
Plan more BCR modeling,
reviewing grading
lessons.
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
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 3rd Grade ITLS'. 2
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
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
To address the needs of all monitored through Education Resource
students, teachers will classroom walk- Teacher and
participate in collaborative throughs and the DQIE Instructional
DQIE planning sessions. Plan. Ongoing Facilitators. 3
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 SA.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
incorporated and will be
To address the needs of all monitored through
students, teachers will informal classroom walk MST and 4th Grade
differentiate instruction. throughs. ongoing ITLS 2
Focal Points
Work Samples to share
and discuss at long range
planning/team meetings.
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.
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
Person(s) Level of
School-Based Strategy Activity Timeline
Responsible Implementation
Reading
To address the needs of all The team will meet quarterly Support
students, teachers will to analyze summative data Teacher,
and develop long range Ongoing
participate in the quarterly Administration
Data Utilization Process. plans. Implementation will and the 5th
be monitored through Grade ITL.
teachers' Long Range Plans. 1
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,
sessions in order to analyze plans, running records and Administration
data and inform formative assessments and , and 5th
instruction. student work samples. Ongoing Grade ITL 1
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
sessions. work samples. Ongoing Grade ITL 1
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. 0
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
students, teachers will be monitored through and the 5th
differentiate instruction. student work samples. Ongoing Grade ITL. 2
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
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-
group model will be
To address the needs of all incorporated and will be
students, teachers will monitored through informal RST, and 5th
differentiate instruction. classroom walk throughs. ongoing gr. ITLs 2
Focal Points
Data Utilization -
Discussions will be more
around student work
samples. Goal 1 meetings
and team meetings also.
Data Utilization -
Discussions will be more
around student work
samples.
Research Project - them
"Black History Month"
1 week long BCR Study,
1 week long SR study, and
Historical Fiction journal.
weekly planning
Dear Time- higher level
questions, QAR study, Real
world conneciton writing,
Historical fiction, writing
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
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
instructional planning sessions lesson plans, running MIST,
in order to analyze data and records and formative Administration, and
inform instruction. assessments and Ongoing Fifth Grade ITLS'.
The team will meet
quarterly to analyze
summative data and
develop long range
To address the needs of all plans. Implementation
students, teachers will will be monitored MIST,
participate in the Quarterly through teachers' Long Administration, and
Data Utilization Process. Classroom Teachers and Ongoing
Range Plans. the Fifth ITLS'.
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)
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
To address the needs of all monitored through Education Resource
students, teachers will classroom walk- Teacher and
participate in collaborative throughs and the DQIE Instructional
DQIE planning sessions. plan. Ongoing facilitator
Teachers will implement
teaching strategies and
games as outlined in the
Strategies at Work
To increase procedural Program.
knowledge and computational Implementation will be
fluency the use of the S.A.W. monitored through
lessons and resources will be progress on the S.A.W.
implemented unit tests.will be
Students Ongoing MIST
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-
To address the needs of all group model will be
students, teachers will incorporated and will be MST and 5th grade
differentiate instruction. monitored through ongoing ITLs
Level of
Focal Points
Implementation
Weekly team planning
meetings and data
utilization meetings will
focus more on using
formative assessments
and student work
samples to adjust
1 instruction.
Goal 1 meetings and data
utilization meetings will
focus more on using
formative assessments
and student work
samples to adjust
1 instruction.
0
Weekly team planning
meetings will focus more
on using formative
assessments and student
work samples to adjust
1 instruction.
The team would like to
adjust the strategy to
reflect that they are
using the Envisions
Center Activities to
reinforce math
concepts/skills as well as
introduce new math
0 units(vocabulary)
Math Games: Taboo and
Eliminate It! Framed
sentences, think-pair
share, warm-ups,
Envisions- real world
1 connections.
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
Content Area (choose one): Kindergarten
Objective Description School-Based Strategy Activity Timeline
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
By June 2011, the percentage of instructional planning sessions records and formative
students reading on/above in order to analyze data and assessments and
grade level will be 85.9. inform instruction. student work samples. Ongoing
Person(s)
Level of Implementation Focal Points
Responsible
PreKindergarten 120
Kindergarten 122
Grade 1 - Reading 125
Grade 1 -
Mathema
tics 130
Grade 2 -
Reading 135
140
Grade 2 - Mathematics
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
Content Area (choose one): Click here for List
Objective Description School-Based Strategy Activity Timeline
Aligned Professional Person(s) Home/Parent Outreach
Participants
Development Outcomes Responsible Connection
Evaluation/Follow up
PreKindergarten 120
Kindergarten 122
Grade 1 - Reading 125
Grade 1 -
Mathema
tics 130
Grade 2 - Reading 135
140
Grade 2 - Mathematics
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