Lebanon Road Elementary PDP Goals: 2014-15
Goal:
Goal I: Standard IVLiteracy
 Implement a datadriven balanced
literacy framework
including all
components of mini
lesson, word work,
independent reading,
conferring, and writing.
 Execute the
components of Readers’
Workshop, teach a
mini-lesson with one
teaching point, and
confer with readers for
understanding.
 Invest students in goalsetting and tracking
growth towards goals.
Activities/ Actions:
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Participate in balanced literacy
professional development
throughout the course of the school
year.
Plan lessons aligned with the
Common Core State Standards
utilizing resources such as
Teacher’s College Units of Study,
Continuum of Literacy Learning,
and Making Meaning.
Implement the framework during
the balanced literacy and writing
times in the schedule.
Use student reading levels to ensure
that students are reading at the
appropriate level independently
both during school and outside of
school. Assess students often
throughout the school year (i.e.:
informal running record).
Track students’ progress toward
literacy goals and invest students in
tracking their own growth.
Utilize time in data meetings to
analyze student growth and set
goals for improvement.
Expected
Outcomes/Evidence
of Completion
 All students will
demonstrate
growth in reading
and writing as
evidenced by their
performance on
the specified
literacy
assessments
required on the
school-wide
assessment
platform and in
reading levels.
 Evidence of
completion would
also include
feedback from
observations and
walk-throughs by
the administrative
team.
Resources Needed:
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Balanced Literacy Training
Facilitators
School-wide Curriculum and
Assessment Calendars
Literacy Resources- Teacher’s
College Units of Study, Continuum
of Literacy Learning, and Making
Meaning
Classroom Visits
Modeled Lessons
Data Tracker
Data Analysis Reflections
Timeline:
August 2014June 2015
Goal 2: Standard IV-Math
 Implement the Math
Common Core State
Standards by using
Investigations and CMS
Pacing Guides as
instructional models.
 Execute the
components of the LRE
math block by using
NJCTL, the CMS
Elementary Math Wiki,
and the Common Core
State Standards
unpacking documents
as resources and
supports.
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Analyze MAP data as a means to
develop classroom interventions.
Plan lessons aligned with the
Common Core State Standards
utilizing resources such as
Investigations, NJCTL, Dreambox,
CCSS unpacking documents, and the
CMS Elementary Math Wiki.
Use common assessments and Do
Now’s to conference with students
individually and differentiate
instruction.
Participate in collaborative
Common Core State Standards math
professional development
throughout the school year.
Track students’ progress toward
math goals and invest students in
tracking their own growth.
Utilize time in data meetings to
analyze student growth and set
goals for improvement.
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All students will
demonstrate
growth in math as
evidenced by their
performance on
the specified math
assessments
required on the
school-wide
assessment
platform and state
and federal
assessments (MAP,
Mock EOG,
Pre/Post
Assessments).
Evidence of
completion would
also include
feedback from
observations and
walk-throughs by
the administrative
team.
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Math Professional Development
Facilitators
School-wide Curriculum and
Assessment Calendars
Math Resources- Wiki, NJCTL, CCSS
unpacking standards
Classroom Visits
Modeled Lessons
Data Tracker
Data Analysis Reflections
August 2014June 2015
Goal 3: Standard I and II
 Establish routines and
procedures in the
classroom at the start of
the 2014-2015 school
year resulting in
authentic student
engagement and
increased student
achievement.
 Reinforce those
procedures consistently
throughout the year to
maintain engagement
and achievement.
 Implement rules and
consequences which
preserve student
dignity at all times.
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Participate in grade level discipline
conversations at the start of the
year.
Explicitly teach classroom
procedures during the first two
weeks of school.
Utilize LRE Classroom Standards
Checklist to create and maintain a
welcoming, learning-focused
environment for all students.
Implement a whole-class behavior
system that is fair to all students
and does not embarrass students.
Implement student-specific
behavior plans in response to
students’ individualized needs.
Respond promptly to classroom
disciplinary incidents which are
teacher-managed.
Seek assistance immediately from
BMT or administrators in response
to disciplinary incidents which are
admin-managed, dangerous
behaviors.
Communicate regularly with
parents with positive compliments
as well as concerns. Record in
parent contact log.
Continually reflect upon students’
behavioral performance. Seek and
implement ideas and strategies for
improving student behavior.
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Positive classroom
culture, reflected
through
observations and
walkthroughs
Strong student
engagement,
reflected through
observations and
walkthroughs
Evidence of
appropriate
student behavior
on a consistent
basis, reflected
through
observations and
walkthroughs
Increased student
achievement as a
result of positive
classroom culture
(measured through
student
assessment data)
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LRE Staff Handbook
LRE Student & Parent Handbook
Classroom Standards Checklist
Materials & resources that
encourage positive discipline and
logical consequences (i.e.:
Discipline with Dignity, Love &
Logic, Poverty & the Brain)
Classroom behavior plans
Parent contact logs
Ideas/feedback from BMT and
administrators
Counselor & psychologist
Intervention Team
August 2014June 2015
*Educators who teach departmentalized math/science or literacy/social studies may replace Goal 1 or Goal 2 with a science or social studies goal, following the same
format. Licensed support staff members are encouraged to use goal 3 and create goal 1 & 2 independently, according to role.