Section V Goals, Objectives, and Proposed Activities
(all schools must complete this section)
Instructions: Use the format below to describe the improvement plan goals and objectives, together with a description of the proposed activities for
2006-07. Provide sufficient detail to assist the reviewers with understanding the purpose of the activities to be implemented and their relationship
to the goals and objectives listed. Duplicate this page as needed. Complete one form for each improvement goal.
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AYP Area of Focus |
The school did not make AYP in Mathematics in 2005. Our disaggregated data shows that students with disabilities, as a subgroup, did not make AYP in Mathematics.
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The following strategies will be implemented to achieve this goal (check all that apply):
Improvement in Curriculum and Instruction Establishing or Implementing Local Assessments Establishing or Implementing Processes to Follow the Progress of Each Child Addressing Specific Needs of Low-Achieving Students Professional Development Changes in School Systems or Processes Leadership/Governance Climate/Culture (staff and/or students) Implementation of Scientifically-Based Research Programs or Processes Parent and Community Involvement Extended-Time Learning
Other (please describe: _____________________________________
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Goal
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Using the 2007 NECAP results and the 2005 and 2006 AYP reports as the baseline, all student groups will make progress towards state performance targets in Mathematics, as evidenced by local and state assessments.
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Objectives
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1) Within the 2007-2009 school years, students scoring in the substantially below proficient level on the NECAP will decrease from 17% to 10%.
2) Within the 2007-2009 school years, students scoring in the proficient to above levels will increase from 60% to 70%.
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Proposed Activities for 2007-08
What actions will occur? What steps will staff take? Provide sufficient detail so the reader will understand the purpose of each strategy and how it will be implemented |
Resources What existing and/or new resources will be used to accomplish the activity? |
Timeline When will this activity begin and end? |
Who is responsible? Who will take primary responsibility/ leadership? Who else needs to be involved? |
Monitoring (Implementation) What evidence will be collected to document implementation? How often? By whom? |
Monitoring (Effectiveness) What evidence will be collected to assess effectiveness? How often? By whom? |
School Improvement Funds (Both Title I and Non-Title 1 Schools) Include amount allocated to this activity if applicable |
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To provide professional development in the area of Math Recovery strategies to classroom teachers and paraprofessionals.
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Math Implementation Specialist
Book(s) entitled Teaching Number in the Classroom
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October Ô 07 thru February Ô08 |
Administrators Teachers Special Educators Paraprofessionals Math Implementation Specialist |
StadCom Sheets
Monitored monthly by Data Monitoring Team |
Teacher Questionairre
AdministratorÕs and Math Implementation SpecialistÕs observations and comments/feedbacks |
DINI funds for subs |
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To implement Math Recovery strategies with all students.
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None needed |
School year 2007-2009 |
Administrators Teachers Special Educators Paraprofessionals Math Implementation Specialist |
Math Implementation Coach comment/feedback sheets
Principal observational comment sheets
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AdministratorÕs and Math Implementation coachÕs observations and comments/feedbacks |
No funds needed |
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To schedule regular meetings between Special Education staff and classroom teachers by grade level. Special Education staff will have protected time (late entry morning meeting time, no IEP meetings)
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Meeting minute journals |
School year 2007-2009 |
Administrators Classroom Teachers Special Educators |
StadCom sheets Meeting Minute Journals Teaching staff will submit minutes to meeting after each scheduled meeting.
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Analysis of formal and informal assessments
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No funds needed |
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To increase administrative presence to observe best practices and effective instructional strategies within the classrooms.
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Walk-Through Log |
School year 2007-2009 |
School Administrators |
Walk-Through Log
Observation/ Feedback Notes
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Observation/Feedback documentation monthly by administrators |
No funds needed
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To incorporate the use of supplemental math materials (ie. Math Minute, Daily Math Warm-ups, Daily Word Problems) to improve skills that emphasize higher order thinking skills, including problem solving and critical creative thinking. |
Supple-mental math materials (ie. Math Minute, Daily Math Warm-ups, Daily Word Problems ) |
School Year 2007-2009 |
Administrators Classroom Teachers
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Principal observational comment sheets
Math Implementation Coach comment/feedback sheets
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Trimester Math Assessments, NECAP analysis, Ongoing Classroom Assessments |
Apx. |
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Gain teaching and learning time by arranging lunch, recess/lunch schedules. |
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Page 11
Section V Goals, Objectives, and Proposed Activities
(all schools must complete this section)
Instructions: Use the format below to describe the improvement plan goals and objectives, together with a description of the proposed activities for
2006-07. Provide sufficient detail to assist the reviewers with understanding the purpose of the activities to be implemented and their relationship
to the goals and objectives listed. Duplicate this page as needed. Complete one form for each improvement goal.
|
AYP Area of Focus |
The school did not make AYP in Language Arts in 2005. Our disaggregated data shows that students with disabilities, as a subgroup, did not make AYP in Language Arts.
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The following strategies will be implemented to achieve this goal (check all that apply):
Improvement in Curriculum and Instruction Establishing or Implementing Local Assessments Establishing or Implementing Processes to Follow the Progress of Each Child Addressing Specific Needs of Low-Achieving Students Professional Development Changes in School Systems or Processes Leadership/Governance Climate/Culture (staff and/or students) Implementation of Scientifically-Based Research Programs or Processes Parent and Community Involvement Extended-Time Learning
Other (please describe: _____________________________________
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Goal
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Using the 2007 NECAP results and the 2005 and 2006 AYP reports as the baseline, all student groups will make progress towards state performance targets in Language Arts, as evidenced by local and state assessments.
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Objectives
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1) Within the 2007-2009 school years, students scoring in the substantially below proficient level on the NECAP will decrease to 5%.
2) Within the 2007-2009 school years, students scoring in the proficient or above levels will increase from 72% to 82%.
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Proposed Activities for 2007-08
What actions will occur? What steps will staff take? Provide sufficient detail so the reader will understand the purpose of each strategy and how it will be implemented |
Resources What existing and/or new resources will be used to accomplish the activity? |
Timeline When will this activity begin and end? |
Who is responsible? Who will take primary responsibility/ leadership? Who else needs to be involved? |
Monitoring (Implementation) What evidence will be collected to document implementation? How often? By whom? |
Monitoring (Effectiveness) What evidence will be collected to assess effectiveness? How often? By whom? |
School Improvement Funds (Both Title I and Non-Title 1 Schools) Include amount allocated to this activity if applicable |
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To increase administrative presence to observe best practices and effective instructional strategies within the classrooms.
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Walk-Through Log |
School year 2007-2009 |
School Administrators |
Walk-Through Log
Observation/ Feedback Notes
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Observation/Feedback documentation monthly by administrators |
No funds needed
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To become competent in the utilization of the District Writing Rubric. Staff will participate in professional development related to the use of the rubric within the classroom.
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District Rubrics
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School year 2007-2009 |
School Administrators
Classroom Educators
Special Educators
Reading Supervisors
District Wide Language Arts Comm.
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District wide writing prompt scores as administered according to Language Arts Assessment schedule
Student Writing Samples
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Student Writing Samples
Assessment result data will be collected and analyzed by administrators and teachers. |
No funds needed |
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To familiarize parents/families/students with the District Writing Rubric and its use within the classrooms.
Classroom teachers will discuss rubrics with parents at Parent Conferences.
Classroom teachers will instruct students in the use of the new District Wide Writing Rubric.
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District Wide Writing Rubric in handout and chart form.
School Website
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October 2007-January Ð 08
Ongoing for new enrollment |
Classroom Teachers
Reading Supervisor
Administrators
Parents/Students |
Progress Report Comments and Meeting Notes
Documentation will take place at parent conferences by classroom teachers.
Student writing samples |
Writing samples will be collected and analyzed by administrators and teachers.
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$300 for printing of rubrics in chart form. |
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To schedule regular meetings between Special Education staff and classroom teachers by grade level. Special Education staff will have protected time (late entry morning meeting time, no IEP meetings)
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Meeting minute journals |
School year 2007-2009 |
Administrators Classroom Teachers Special Educators |
StadCom sheets Meeting Minute Journals Teaching staff will submit minutes to meeting after each scheduled meeting.
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Analysis of formal and informal assessments
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No funds needed |
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To develop agendas to create a focus for grade level meetings. Meeting agendas will include topics chosen by administrators as well as those requested by staff. |
e-mail communication |
School year 2007-2009 |
School Administrators
School Staff
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StadCom sheets
Meeting Minutes
Collected by Administrators at end of each meeting. |
Meeting Minutes
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No funds needed |
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To implement the use of ÒFundationsÓ as an intervention program in grades K-3 and the use of ÒFundationsÓ strategies in grades 4-5.
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ÒFundation KitsÓ
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School Administrators
Reading Supervisor
Classroom Teachers
Special Educators
Paraprofessionals
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Observation/Feedback documentation by Administrators and Reading Supervisor
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Collect and analyze reading scores (ie. Running records, Gates MacGinitie, Schagel, and other District Wide Language Arts Assessments) |
Apx. $5,500 for kits and materials
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To provide all involved staff with professional development for the use of the ÒFundationsÓ program.
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Training Professionals |
September 07- January 08 |
Wilson Reading Trainer
Classroom Teachers
Special Educators
Paraprofessionals
Reading Supervisor |
StadCom Sheets
Participation Certificates
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Teacher Questionairre
AdministratorÕs and Reading SupervisorÕs observations and comments/feedbacks |
Apx. $1000.00 for professional development training of ÒFundationsÓ
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Each grade level will review strategies within the Instructional Strategies Handbook and collaborate & discuss the use of the resources. |
Instructional Strategies Handbook |
2007-2009 school years |
Classroom Teachers
Special Educators
Reading Supervisor
Administrators |
Grade Level meeting notes
Samples of Instructional Strategies |
Assessments |
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To gain teaching and learning time by arranging lunch, recess/lunch schedules. |
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