|
Needs Identified
by Data Academics (READING) |
Targets for
Increased Student performance |
Action Steps And Persons
Responsible |
Professional
Development |
Timeline & Checkpoints |
|
|
1a) NECAP data indicates
a need for improvement in the area of
Reading TBPS STATE P&PD 77% 67% PP
16% 23% SBP 6% 10%
CBMS
STATE P&PD 70% 67% PP
22%
23% SBP 9% 10% |
Increase in the
percentage of students in the Proficient (P) and Proficient with
Distinction(PD) categories and a decrease in the percentage of students in
the Partially Proficient(PP) and
Substantially Below Proficient (SBP) categories of Reading |
___Provide
fall Literacy curriculum meetings for the purpose of reviewing
NECAP/Formative data for teachers (grades 5-8)
___Continue
regular Literacy curriculum meetings for teachers (grades K-4)
____
Implement common reading assessments (grades 3-8)
___Continue
the Educational Safety Net Continuum
of Services including providing Booster Reading group instruction for
students not meeting the standards at grades 1-4 and É ___Continue
Supplemental Reading group instruction for students not meeting the standards
at grades 5-8
|
PD PD |
During
the year, report on progress with curriculum meetings and provide specific
focus areas for each grade level ___Sept.
___Oct. ___Nov.
___ Dec. ___
Jan. ___ Feb. Tri-semester
progress reports on Booster and Supplemental Reading Groups ____ Nov. Õ06 & Ô 07 ____ Mar. Õ07 & Ô 08 ____ June Õ07 & Ô08 |
|
|
Needs Identified
by Data Academics (READING) |
Targets for
Increased Student performance |
Action Steps And Persons Responsible
|
Professional
Development |
Timeline &
Checkpoints |
|
|
1b) NECAP data for
Annual Yearly Progress (AYP) indicates three at- risk groups: Socio-Economic
Status (SES), Disabilities and Gender in the Partially Proficient
(PP)Categories Reading PP
TBPS STATE Disability
42% 35% SES
22% 32% Males
14% 25% Females 18% 21% Reading PP
CBMS STATE Disability 31% 35% SES 18% 32% Males 23% 25% Females 21% 21% |
Increase
in the percentage of students in the Proficient (P) and Proficient with
Distinction(PD) and a decrease in the percentage of students in the Partially
Proficient(PP) categories for these
disaggregated groups in the area
of Reading |
____Provide
professional development opportunities for all teachers at grades 2-8 based
on the 2005 NECAP Released Tasks
in the area of Reading ____Teachers
will attach these Released Tasks to the accompanying content specific lessons
in their grade level reading curriculum
and provide opportunities for differentiated practice on these tasks
and additional strategies
____Provide
opportunities for teacher collaboration on differentiation and other best
practices in order to implement specific learning
opportunities for student success
___Measure
student progress on formative and state assessments and identify students not
meeting the standard
|
PD PD |
During
the year, report on progress with curriculum meetings and provide specific
focus areas for each grade level ___
Sept. ___Oct. ___
Nov. ___ Dec. ___
Jan. ___ Feb. Tri-semester
progress reports on Booster and Supplemental Reading Groups ____ Nov. Õ06 ____ Nov. Ô07 ____ Mar. Õ07 ____ Mar. Ô08 ____ June Õ07 ____ June Ô08 |
|
Needs Identified
by Data Academics (WRITING) |
Targets for
Increased Student performance |
Action Steps And Persons
Responsible |
Professional
Development |
Timeline &
Checkpoints |
|
2a) NECAP data
indicates a need for improvement in the areas of Structures of Language &
Writing Conventions, Short Responses and Extended Responses Grade 5 CBMS STATE PD 3% 11% P 35%
40% PP 42%
35% SBP
19% 15% Grade 8
CBMS STATE PD 10%
8% P 36% 47% PP 40% 31% SBP 14% 14% |
Increase in the
percentage of students in the Proficient with Distinction (PD), Proficient (P) categories and a
decrease in the percentage of students in the Partially Proficient(PP) and
Substantially Below Proficient (SBP) categories in the area of Writing |
____Give
students the opportunity to complete practice items specifically created in
the areas of: Structures of Language & Writing Conventions, Short and
Extended Responses
____Provide
professional development opportunities
for all teachers at grades 2-8 based on the 2005 NECAP Released Tasks in the area of Writing Teachers will attach Released
Tasks to the content specific lessons in their grade level writing
curriculum and provide
differentiated practice on these tasks
____Provide
opportunities for teacher collaboration on differentiation and other best
practices in order to implement specific learning
opportunities for student success
___Measure
student progress on formative and state assessments and identify students not
meeting the standard ____Coordinate
spelling programs & assessments between CBMS & TBPS (Gr 3-8)
|
PD PD PD |
Report on progress at the first staff meeting
of each month: ____Sept. Õ06 & Ô07 ____Oct. Õ06 & Ô07 ____Nov. Õ06 & Ô07 ____Dec. Õ06 & Ô07 ____Jan. Õ07 & Ô08 ____Feb. Õ07 & Ô08 ____Mar. Õ07 & Ô08 ____Apr. Õ07 & Ô08 ____May Õ07 & Ô08 ____June Õ07 & Ô08 |
|
Needs Identified
by Data Academics (WRITING) |
Targets for Increased Student Performance |
Action Steps And Persons Responsible
|
Professional Development |
Timeline &
Checkpoints |
|
2b) NECAP data for
Annual Yearly Progress (AYP) indicates the need to focus on one at- risk
group: Gender in the
following Partially Proficient (PP)category Writing PP
TBPS STATE Males 48% 38% Females 38% 27% Writing PP
CBMS STATE Males 42% 38% Females 36% 27% |
Increase in the
percentage of students in the Proficient with Distinction (PD) and Proficient
(P) categories and a decrease in the percentage of students in the Partially
Proficient (PP) and Substantially Below Proficient (SBP) categories in the
area of Writing |
____Implement
the K-4 editing rubric/ develop and implement a comparable rubric for grades
5-8
____Explore
and implement using specific types of writing that appeals to boys
____Create
common writing assessments (Grades 2-8)
____Critically
analyze the performance of males on the writing released tasks
____Provide
opportunities for teacher collaboration on differentiation and other best
practices in order to implement specific learning
opportunities for student success
___Measure
student progress on formative and state assessments and identify students not
meeting the standard
|
PD PD |
Report on progress at the first staff meeting
of each month: ____Sept. Õ06 & Ô07 ____Oct. Õ06 & Ô07 ____Nov. Õ06 & Ô07 ____Dec. Õ06 & Ô07 ____Jan. Õ07 & Ô08 ____Feb. Õ07 & Ô08 ____Mar. Õ07 & Ô08 ____Apr. Õ07 & Ô08 ____May Õ07 & Ô08 ____June Õ07 & Ô08 |
|
Needs Identified
by Data Academic (MATH) |
Targets for
Increased Student performance |
Action Steps And persons
responsible |
Professional
Development |
Timeline and Checkpoints |
|
3a)
NECAP data for Annual Yearly Progress (AYP) indicates the need to focus on three at- risk groups:
Socio-Economic Status (SES), Disabilities and Gender in the Partially
Proficient (PP)Categories in Math Math PP
TBPS STATE Disability
19% 24% SES
18% 26% Males
7%
20% Females 11% 20% Math PP
CBMS STATE Disability 22% 24% SES 21% 26% Males 13% 20% Females 17% 20% |
Increase in the percentage
of students in the P and PD categories and a decrease in the percentage of
students in the PP category for these three at-risk groups, in the area of
math |
___All
teachers will attend regular math curriculum meetings for professional
development opportunities based on the
2005 NECAP Released Tasks in the area of Math
___Teachers will attach these Released
Tasks to the accompanying content specific lessons in their grade level math
curriculum and provide
differentiated opportunities for practice on these tasks
____Create
common math assessments (Grades 5-8)
____Provide
opportunities for teacher collaboration on differentiation and other best
practices in order to implement specific learning
opportunities for student success
___Measure
student progress on formative and state assessments and identify students not
meeting the standard
|
PD |
Report on progress at the first staff meeting
of each month: ____Sept. Õ06 & Ô07 ____Oct. Õ06 & Ô07 ____Nov. Õ06 & Ô07 ____Dec. Õ06 & Ô07 ____Jan. Õ07 & Ô08 ____Feb. Õ07 & Ô08 ____Mar. Õ07 & Ô08 ____Apr. Õ07 & Ô08 ____May Õ07 & Ô08 ____June Õ07 & Ô08 |
|
Needs Identified
by Data Academics (MATH) |
Targets for Increased Student performance |
Action Steps and persons
responsible |
Professional Development |
Timeline and Checkpoints |
|
3b) Scores for math
problem solving tasks at grades 1,2 &3 indicate a need for increasing the
percentages at the MEETS & EXCEEDS categories and decreasing the
percentages in the BEGINNING & NEARLY categories TBPS-3rd Grade Exceeds 8% Meets 27% Nearly 19% Beginning 43% 2nd Grade Exceeds 6% Meets 53% Nearly
21% Beginning 18%
1st grade Exceeds 9% Meets 67% Nearly 13% Beginning 9% |
Increase in the
percentage of students in the Meets and Exceeds categories and a decrease in
the percentage of students in the Beginning and Nearly categories. Increase accuracy with
math facts Develop baseline data
around problem solving for grades 5-8 |
___Regular
math curriculum meetings (Gr K-8)
___Implementation
of a consistent math fact
program (Grades 2-8)
___Work
with 5-8 teachers to compile consistent assessment pieces in relation to the
GEs for problem solving for each mathematical strand(Number & Operations,
Geometry & Measurement, Algebra & Function and Statistics and Data
____Provide
opportunities for teacher collaboration on differentiation and other best
practices in order to implement specific learning
opportunities for student success
___Measure
student progress on formative and state assessments and identify students not
meeting the standard
|
PD PD PD |
Report on progress at the first staff meeting
of each month: ____Sept. Õ06 & Ô07 ____Oct. Õ06 & Ô07 ____Nov. Õ06 & Ô07 ____Dec. Õ06 & Ô07 ____Jan. Õ07 & Ô08 ____Feb. Õ07 & Ô08 ____Mar. Õ07 & Ô08 ____Apr. Õ07 & Ô08 ____May Õ07 & Ô08 ____June Õ07 & Ô08 |
|
Needs Identified
Academic (SCIENCE) |
Targets for
Increased Student performance |
Action Steps And persons responsible |
Professional
Development |
Timeline and Checkpoints |
|
4) Science curriculum
is not aligned to the Grade Expectations No current Science
assessment District –wide
collaboration around new Science assessment |
Align Science curriculum
to Grade Expectations Develop a system to
collect data based on formative and state assessments in order to improve
student performance Collaboration from grade
to grade increases consistency for student learning outcomes |
_____Align
to Grade Expectations
_____Determine
data to collect
____Vertically
plan with colleagues
____Provide
opportunities for teacher collaboration on differentiation and other best
practices in order to implement specific learning
opportunities for student success
___Measure
student progress on formative and state assessments and identify students not
meeting the standard
|
PD PD PD PD PD |
Report on progress at the first staff meeting
of each month: ____Sept. Õ06 & Ô07 ____Oct. Õ06 & Ô07 ____Nov. Õ06 & Ô07 ____Dec. Õ06 & Ô07 ____Jan. Õ07 & Ô08 ____Feb. Õ07 & Ô08 ____Mar. Õ07 & Ô08 ____Apr. Õ07 & Ô08 ____May Õ07 & Ô08 ____June Õ07 & Ô08 |
|
Needs Identified
by Data (SOCIAL
CURRICULUM) |
Targets for
Increased Student performance |
Action Steps And persons
responsible |
Professional
Development |
Timeline and Checkpoints |
|
5) On-going incidences
of bullying and social cruelty continue to occur in our schools (Insert school climate
data-both schools) |
To support our social
curriculum, fully utilize ÒResponsive ClassroomÓ philosophy in TBPS
classrooms Adopt K-8 social
curriculum Improve our school-based
initiatives around bullying, harassment and social cruelty Decrease the number of
social cruelty and bullying incidences |
____Explore
options and select a district-wide social curriculum
____Provide
continued Responsive Classroom training for new primary teachers (grades K-4)
and additional training for adopted social curriculum (K-8)
___Implement
a district-wide social curriculum
____Teach and reinforce anti-social cruelty and anti-bullying
procedures to staff, students and parents
____Provide professional development on how to create a daily log on incidences of social
cruelty
|
PD PD PD PD PD |
SY 2006-07 SY 2007-08 Report
on progress at the first staff
meeting of each month: ____Sept. Õ06 & Ô07 ____Oct. Õ06 & Ô07 ____Nov. Õ06 & Ô07 ____Dec. Õ06 & Ô07 ____Jan. Õ07 & Ô08 ____Feb. Õ07 & Ô08 ____Mar. Õ07 & Ô08 ____Apr. Õ07 & Ô08 ____May Õ07 & Ô08 ____June Õ07 & Ô08 |
|
Needs Identified
(PARTNERING WITH
PARENTS & COMMUNITY) |
Targets for
Increased Student performance |
Action Steps And persons
responsible |
Professional
Development |
Timeline & Checkpoints |
|
6) In a 2004 PTO parent survey at TBPS, parents
indicate a desire for more frequent and specific communication about
curriculum, classroom routines & activities, and school issues and
philosophies Research shows that increasing parental involvement
positively impacts student achievement. Improving communication is an
important step in increasing parental involvement |
Consistently provide all
parents with overview information about curriculum, as well as specific and
current classroom information about what their children are learning &
experiencing Create and communicate
on-going opportunities for parents and community to proactively participate
in discussions about school plans, issues and changes that affect the school
and students |
____Teachers, parents
& administration work together to outline and implement a variety of
communication strategies to reach all parents regarding curriculum as
well as specific and current classroom information
____Parents,
administration, staff and community work to create a system for regular
dialogue regarding issues, ideas and changes that affect the school and
students
|
PD |
Tri-semester progress
reports ____ Nov. Õ06 ____ Nov. Ô07 ____ Mar. Õ07 ____ Mar. Ô08 ____ June Õ07 ____ June Ô08 |
|
Needs Identified (HEALTHY
SCHOOL COMMUNITY) |
Targets for
Increased Student performance |
Action Steps And persons responsible |
Professional
Development |
Timeline & Checkpoints |
|
7) Our 2006 fall
Fitness Gram data from TBPS and CBMS shows that the following percentages of
students were functioning in the "not healthyÓ range of physical
fitness: (Insert fitness
data in fall) |
Increase in the number of
students functioning in the Òhealthy rangeÓ for all five fitness standards Develop ways to
communicate wellness issues |
____Target those students not meeting the fitness
standards and create individual intervention plans á
PE
teachers at TBPS & CBMS ____Develop daily opportunities for students to
participate in a variety of physical fitness activities á
PE
teachers at TBPS & CBMS ____Create incentives for students to participate in
physical fitness activities á
PE
teachers at TBPS & CBMS ____Integrate the Health curriculum into the existing
curricula á
Ed
Leaders á
Curriculum
Coordinator ____Create a School Health Advisory Committee to
monitor and report on school Nutrition and Wellness á
Ed
Leaders á
Curriculum
Coordinator |
PD |
Tri-semester progress
reports ____ Nov. Õ06 ____ Nov. Ô07 ____ Mar. Õ07 ____ Mar. Ô08 ____ June Õ07 ____ June Ô08 |
|
Needs Identified (DATA) |
Targets for
Increased Student performance |
Action Steps And persons
responsible |
ProfessionalDevelopment |
Timeline & Checkpoints |
|
8) Insufficient and
un-usable data to guide in the development, review and
measure of the district
action planÕs needs |
Create and compile an
accurate, usable and easily understood
yearly pool of data that includes formative (local), summative and
qualitative information to be used to inform school-wide practices |
____Work
with the new Central Office data person to compile the data and disaggregate
groups
____Provide
professional development on the creation , implementation and analysis of a
variety of assessment tools and timelines
____Use
data to identify the needs of individual students as well as groups of
students (Gender, SES, ELL & Disability, Grade Levels)
___Provide
professional development in data analysis for leadership team
|
PD PD PD PD |
Tri-semester progress
reports ____ Nov. Õ06 ____ Nov. Ô07 ____ Mar. Õ07 ____ Mar. Ô08 ____ June Õ07 ____ June Ô08 |
Major goals and initiatives of all other school programs |
Targets for
Increased Student performances |
Action Steps And persons
responsible |
Professional
Development |
Timeline & Checkpoints |
|
Educational Technology Social Studies Music Art Physical Education Library Family & Consumer
Science World Languages Tech Ed |
Align each curricular
area to Grade Expectations and develop a system to collect data in order to
improve student performance Collaboration from grade
to grade increases consistency for student learning outcomes |
_____Align to Grade
Expectations
_____Determine data to
collect
____Vertically plan
with colleagues
|
PD |
Tri-semester progress
reports ____ Nov. Õ06 ____ Nov. Ô07 ____ Mar. Õ07 ____ Mar. Ô08 ____ June Õ07 ____ June Ô08 |
|
Data/ Collaboration |