| |
Goals (SMART) |
Actions |
| Reading |
Kindergarten and first grade students will meet EasyCBM reading fluency measures that project a 80/15/5 triangle.
|
- Leverage parents on fluency at home
- Use of timed activities to establish comfort w/ 1 minute in classrooms
- Create additional summer outreach for students of need.
- Teach Keyboarding, computer skills from K through 5th grade.
- Assess teacher professional development needs on fluency
- Increase use of technology at 1st grade (ipads) to increase fluency.
|
| Establish a trend and improve schoolwide data sources to include OAKs/SB and EasyCBM reading data (both are included due to change in state assessment) |
- Publish assessments for each Reading essential skills.
- Use coordinated assessments to determine proficiency of essential skills
- Write rubrics that establish proficiency for essential skills
- A published coordinate K-5 read-aloud list of books with think aloud strategies
- Provide Reading Parent Nights
- Create and use school-wide annotation for cloze reading
- Training on use of gradebook assignments to mark report cards
|
| Writing |
Students will met end of year writing screen assessment data to reflect a 80/15/5 triangle
|
- Publish high frequency words list K-5 for spelling (from curriculum and from outside)
- Create a system of common annotations and headings K-5
- Purchase Core curriculum for handwriting
- Purchase keyboarding and web safety curriculum
|
| Increase writing Smarter Balanced Assessment data over baseline from 2014-15 school year. |
- Train on Smarter Balanced rubrics. Train/Coordinate types of writing for CCSS modes for published K-5 map
- Transition data input of three assessments per year (with agreed prompts kept in teal portfolios) in data warehouse
- Coordinate how we are teaching effective note taking
- Publish assessments for each writing essential skills.
- Provide Writing Intervention
|
Math
|
Improve OAKs/SB and EasyCBM math data (both are included due to change in state assessment). |
- Use coordinated assessments to determine proficiency of essential skills
- Write rubrics that establish proficiency for essential skills
|
| |
Increase Smarter Balanced Math Performance Task Assessment data over baseline from 2014-15 school year. |
- Continue parent outreach for math strategies with parent math nights
- Continue leverage of homework to improve math fluency
- Create lending library for parents
- Create math strategy videos for parent use
|
| Social studies |
Include skills on report card and begin baseline data to judge improvement over time
|
- Identify essential skills
- Create rubrics to define proficiency of essential skills
- Publish scope and sequence of geography K-5
- Publish schoolwide current events K-5 approach
- Design assessments to determine essential skills proficiency
|
| Science |
Include skills on report card and begin baseline data to judge improvement over time
|
- Identify essential skills
- Create rubrics to define proficiency of essential skills
- Coordinate K-5 Science notebook
- Design assessments to determine essential skills proficiency
|
| Technology |
Create baseline then improve student basic computer literacy skills
|
- Create grade level technology essential skills and assessments
- Transition to sharepoint for teacher webpages
- Transition to electronic shared calendar (Sharepoint)
- Transition to Onenote for collaborative team notebooks: B team, CST, faculty, Site Council, Streamliners
- Transition to data warehouse for data use
- Purchase hardware:
2:1 tablets at 4th – 5th
2:1 laptops at 2nd -3rd
2:1 ipads at 1st
4:1 ipads at K
- Training on smart boards
- Train on tablets, ipads
|
| Social/Emotional skills |
Reduce total monthly referral numbers by 10% per month. |
- Strengthen core emotional/social curriculum
- Create mindfulness SW lessons to include (Self Talk, perceptive taking)
- Strengthen theme and activities schoolwide
- Strength procedures and routines for how we responding to behavior
- Provide professional development to faculty on Opportunities to Respond
- Continue KLT work and strength formative assessment use
- Train all staff on Functions of Behavior
- Create an effective Tier Two system of Check In and Check Out (CICO)
- Strengthen consistent expectations in cafeteria
- Create a “focus room” w/ procedures for time out students
- Use Five point scale schoolwide (to include sound levels SW)
- Create a video of the “ Walker Way”
|
| Instructional practices |
|
- Intervention block schedule set prior to leaving for summer
- Training on Active participation (engagement)
- Continue and strengthen KLT practices
- Wednesday schedule incorporate assessment system
- PLCs to answer 4 questions for each curric areas
- Coordination of fields trips per grade
- Train classified staff on poverty needs
|
| Facility |
|
- Strengthen grade level partners
- Playground surface
|
