Student and
Stakeholder
As a result of the root
cause analysis, it was
revealed that students
need: increased
opportunities for
demonstrating their
learning at grade level
standard that are
differentiated.
All stakeholders will
support work toward
reducing the racial gap
between white students
and Hispanic/Latino
students. All
stakeholders will
support work toward
reducing the equity gap
between all students
and those students who
Staff
areFaculty
second and
language
learners Focus
or those
students
who
receive
As
a result
of root
specialanalysis,
education
cause
services.
professional
development will be
provided in the
following areas in order
to meet student needs
and ensure
opportunities for
differentiated
instruction.
Through the purposeful
practice of Curriculum
Team Study &
Collaborative Team
Planning, we will:
 Study areas of the

curriculum where we
can maximize the
use of texts and
lesson seeds to
provide opportunities
to share and
consider personal
racial histories.
Plan for and
Leadership
Vision: Pine Crest, a dedicated and caring community of families, students and
staff, building success through excellence in teaching and learning.
Mission: To enable all individuals to achieve to their fullest academic, social, and
personal potential, we will:
 Appreciate and respect the diversity and commonalities of all our
community members
 Create a safe, motivational, supportive and challenging environment
 Engage in work that is meaningful and relevant
 Communicate effectively, utilize technology, and take risks to solve
real-life problems.
Together, we will achieve a superior education.
Instructional Focus:
Through ongoing examination of student data, teachers ensure that
students have daily opportunities to demonstrate learning at the grade
level standard in small flexibleStrategic
groupsPlanning
that are differentiated by readiness,
READING SIP Goal: All Pine Crest students will demonstrate proficiency in reading.
in
order
to
meet
established
criteria
for
success.
Our Race work will focus on the gap reduction of 10% in the following areas:

Grade 3 Reading – Asian: 100.0% and Hispanic/Latino: 53.2%
Grade 5 Reading – White: 100% and Hispanic/Latino: 66.0%
Our Equity work will focus on the gap reduction work of 10% in the following areas:
Grade 3 Reading – Asian @ 100.0% and LEP students @ 45.8% and Special Education students
@ 28.6%
Grade 5 Reading – White @ 100.0% and ESOL students @ 58.5% and Special Education
students @ 38.5%
MATH SIP Goal: All Pine Crest students will demonstrate proficiency in math.
Our Race work will focus on the gap reduction of 10% in the following areas:
Grade 5 Math – White @ 100.0% and Hispanic/Latino: 61.2%
Our Equity work will focus on the gap reduction of 10% work in the following areas:
Grade 5 Math – White @ 100.0% and ESOL students @ 56.8% and Special Education students
@ 42/9%
Cultural Proficiency
We will create and maximize opportunities for students and staff to enhance understanding of cultural
proficiency in order to decrease our identified racial and equity gaps by 5% in each subgroup category.
Process Management
As a result of root cause analysis, the following structures and processes will be
implemented and monitored to address student and staff needs:







3-5 instructional practices will be aligned with Curriculum 2.0 through collaborative
planning using a weekly structure of curriculum study [see attachment]
Administrative Data/ Reflection Meetings
Weekly intervention/ collaborative problem solving team meetings
Quarterly vertical planning meetings
Quarterly joint planning meetings with MKES to review/revise our joint School
Improvement Plan
Development, monitoring, and analysis of Student Learning Objectives
Refine our Collaborative Problem Solving process in order to purposefully plan for
Tier One classroom Practices which support identified groups and all students.
Organization
al
Performance
Results
See
assessment
results and
Measurement,
trend dataAnalysis,
and Knowledge
Management
Data: Fall/Winter/Spring
 2015-16 Strategic
Monitoring Tool for
reading and math
 MAP – R
 MAP – M
 Running Records
 PARCC practice
tests
 Gradebook analysis
of student
performance
 Gallup Survey
 Individual Teacher
Data Dialogues