AdvancED Standards
(check all that apply)
Purpose and Direction
Annual School Improvement Plan
Continuous Improvement Goal: Develop a comprehensive and balanced assessment system that informs
instruction and clearly communicates students’ level of mastery of standards.
Governance and
Leadership
X
Teaching and Assessing
for Learning
SMART Goals: 80% of all K-3 students will make expected or high growth on the FCS SLO’s as measured by
the 2014-15 Fountas and Pinnell Benchmark Assessment System by May 2015.
Resources and Support
The percentage of 5th grade students scoring proficient and exceeding proficient in Math will increase from
the 2014-2015 pre-assessment score of 6% to 50% by February 2015 grading period of the 2014-2015 school
year as measured by the FCS Math Grade 5 Interim post-assessment administered in February 2015.
Systems
Using Results for
X
Develop and fully utilize a comprehensive collection of appropriate level texts (informational and literary)
integrated across all content areas to ensure challenging learning experiences for all students.
Continuous Improvement
The percentage of 4th grade students scoring proficient and exceeding proficient in Math will increase from
the 2014-2015 pre-assessment score of 3% to 50% by the end of the 3rd quarter grading period of the 20142015 school year as measured by the FCS Math Grade 4 Interim post-assessment administered in February
2015.
School Name: _Haw Creek Elementary __ School Year: _2014-2015
Actions, Strategies and
Interventions
AdvancED Standard(s)
Standard 3: Teaching and
Assessing for Learning
The school’s curriculum,
instructional design, and
assessment practices guide and
ensure teacher effectiveness and
student learning.
Standard 5: Using Results for
Continuous Improvement
The school implements a
comprehensive assessment
system that generates a range of
data about student learning and
school effectiveness and uses the
results to guide continuous
(Includes Professional
Learning Plan)
 Use data from the Fountas & Pinnell
Benchmark Assessment to create
flexible groups for differentiated
reading instruction
 Utilize the school’s leveled library and
literacy room to ensure the use of a
variety of resources and genres are
utilized for instruction
 Collaborate as a grade level team with
support staff to integrate standards
across all areas
 Utilize a variety of research- based
instructional strategies to differentiate
reading instruction (ie. STARS/CARS,
Raz Kids,Ready Common Core
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
 If we utilize a variety of researchbased interventions then teachers
will be able to meet specific needs of
students.
 If we use a variety of assessment
methods then teachers will be able
to plan appropriate instruction to
meet student needs.
 If teachers use a variety of resources
and genres for reading instruction,
students will increase vocabulary and
comprehension skills.
 If teachers collaborate then support
staff can help implement strategies
to improve reading skills.
 August 2014-May
2015
 Classroom teachers
 Speech pathologists and Special
education teachers
 EIP, ESOL, and Gifted Teachers
 Fountas & Pinnell Reading
Benchmark Assessment Kits
 Special Area Teachers (Science,
Art, Music, PE)
 Reading Lab
 Level Library (Media Center
Teacher/Para)
 Ready Common Core Resources
 Study Island
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
Purpose and Direction
Annual School Improvement Plan
Continuous Improvement Goal: Develop a comprehensive and balanced assessment system that informs
instruction and clearly communicates students’ level of mastery of standards.
Governance and
Leadership
X
Teaching and Assessing
for Learning
SMART Goals: 80% of all K-3 students will make expected or high growth on the FCS SLO’s as measured by
the 2014-15 Fountas and Pinnell Benchmark Assessment System by May 2015.
Resources and Support
The percentage of 5th grade students scoring proficient and exceeding proficient in Math will increase from
the 2014-2015 pre-assessment score of 6% to 50% by February 2015 grading period of the 2014-2015 school
year as measured by the FCS Math Grade 5 Interim post-assessment administered in February 2015.
Systems
Using Results for
X
Develop and fully utilize a comprehensive collection of appropriate level texts (informational and literary)
integrated across all content areas to ensure challenging learning experiences for all students.
Continuous Improvement
The percentage of 4th grade students scoring proficient and exceeding proficient in Math will increase from
the 2014-2015 pre-assessment score of 3% to 50% by the end of the 3rd quarter grading period of the 20142015 school year as measured by the FCS Math Grade 4 Interim post-assessment administered in February
2015.
School Name: _Haw Creek Elementary __ School Year: _2014-2015
Actions, Strategies and
Interventions
AdvancED Standard(s)
improvement.
(Includes Professional
Learning Plan)
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
Resources, i-ready
diagnostic/instruction, Accelerated
Reader, Study Island, SMART Phonics,
Orton Gillingham, 6 Minute Fluency,
Read Naturally, and Close Reading
Strategies)
 Utilize a variety of assessment
methods to track student progress in
order to make informed instructional
decisions and ensure the fluidity of
flexible reading groups (ie. F&P fall and
winter benchmark assessments,
informal running records, AIMS Web,
County Common Assessments)
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
Purpose and Direction
Annual School Improvement Plan
Continuous Improvement Goal: Develop a comprehensive and balanced assessment system that informs
instruction and clearly communicates students’ level of mastery of standards.
Governance and
Leadership
X
Teaching and Assessing
for Learning
SMART Goals: 80% of all K-3 students will make expected or high growth on the FCS SLO’s as measured by
the 2014-15 Fountas and Pinnell Benchmark Assessment System by May 2015.
Resources and Support
The percentage of 5th grade students scoring proficient and exceeding proficient in Math will increase from
the 2014-2015 pre-assessment score of 6% to 50% by February 2015 grading period of the 2014-2015 school
year as measured by the FCS Math Grade 5 Interim post-assessment administered in February 2015.
Systems
Using Results for
X
Develop and fully utilize a comprehensive collection of appropriate level texts (informational and literary)
integrated across all content areas to ensure challenging learning experiences for all students.
Continuous Improvement
The percentage of 4th grade students scoring proficient and exceeding proficient in Math will increase from
the 2014-2015 pre-assessment score of 3% to 50% by the end of the 3rd quarter grading period of the 20142015 school year as measured by the FCS Math Grade 4 Interim post-assessment administered in February
2015.
School Name: _Haw Creek Elementary __ School Year: _2014-2015
Actions, Strategies and
Interventions
AdvancED Standard(s)
Standard 3: Teaching and
Assessing for Learning
The school’s curriculum,
instructional design, and
assessment practices guide and
ensure teacher effectiveness and
student learning.
Standard 5: Using Results for
Continuous Improvement
The school implements a
comprehensive assessment system
that generates a range of data about
student learning and school
effectiveness and uses the results to
guide continuous improvement.
(Includes Professional
Learning Plan)
 Training on number talks and common
core strategies with Brian Lack
 Use of math resource room
 Jennifer Parker will be meeting
monthly with grade levels to share
online math resources, model with
manipulatives, and discuss effective
teaching strategies.
 Jennifer will also be observing and
providing feedback to each teacher on
1 math lessons this year, and teaching
2 math lessons in each classroom this
year.
Impact on Student and
Adult Behavior
Resources Needed?
Who is Responsible?
Timeline
(“If…then...” Statements)
 If teachers attend the trainings with
Brian Lack and Jennifer Parker and
implement the strategies, then the
students will increase in their levels
of proficiency in math.
 If teachers use the math resource
room, then students will have a
better understanding of math
concepts, and thus increase their
levels of proficiency in math.
 If teachers evaluate their feedback
from Jen and make adjustments, then
they will see growth.
 October 2014February 2015




Brian Lack
Jennifer Parker
Classroom Teachers
Student Support Teachers
(Gifted, EIP, ESOL, Special Ed)
 Math Resource Room
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
Annual School Improvement Plan
(check all that apply)
Continuous Improvement Goal: Develop a comprehensive and balanced assessment system that informs
Purpose and Direction
instruction and clearly communicates students’ level of mastery of standards.
Governance and
Leadership
X
Develop and fully utilize a comprehensive collection of appropriate level texts (informational and literary)
integrated across all content areas to ensure challenging learning experiences for all students.
Teaching and Assessing
for Learning
SMART Goals: 80% of all K-3 students will make expected or high growth on the FCS SLO’s as measured by
the 2014-15 Fountas and Pinnell Benchmark Assessment System by May 2015.
Resources and Support
The percentage of 5th grade students scoring proficient and exceeding proficient in Math will increase from
the 2014-2015 pre-assessment score of 6% to 50% by February 2015 grading period of the 2014-2015 school
year as measured by the FCS Math Grade 5 Interim post-assessment administered in February 2015.
Systems
Using Results for
X
The percentage of 4th grade students scoring proficient and exceeding proficient in Math will increase from
the 2014-2015 pre-assessment score of 3% to 50% by the end of the 3rd quarter grading period of the 20142015 school year as measured by the FCS Math Grade 4 Interim post-assessment administered in February
2015.
Continuous Improvement
School Name: _Haw Creek Elementary __ School Year: _2014-2015
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
AdvancED Standard(s)

Standard 3: Teaching and
Assessing for Learning
The school’s curriculum,
instructional design, and
assessment practices guide and
ensure teacher effectiveness and
student learning.
Standard 5: Using Results for
Continuous Improvement
The school implements a
comprehensive assessment system
that generates a range of data about
student learning and school
effectiveness and uses the results to
guide continuous improvement.


Create and Implement Vital and
Personal Learning Groups (VPLs)
based on TKES self-assessment
survey results (differentiated
professional learning based on
individual teacher needs)
Hold monthly VPL group
meetings for teachers to
research and discuss their
specific TAPS Standard
Perform peer classroom
observations within the VPL
group to improve the quality of
instruction
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
 If teachers focus their professional
learning in their specific area of
need, then they will improve their
instructional practices and students
will achieve higher growth.
 If the administrative team sets aside
monthly VPL meeting dates/times,
then we can assure professional
learning is accomplished.
 If teachers perform peer
observations within their VPL group,
then feedback can be provided to
support teachers’ professional
growth.
 August 2014 –
May 2015
 August 2014 –
May 2015
 HCES Administrative Team
 Certified Staff
 Its Learning (VPL resources
within the HCES Staff Course)
 ITS
 November2014January 2015
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
Purpose and Direction
Annual School Improvement Plan
Continuous Improvement Goal: Develop a comprehensive and balanced assessment system that informs
instruction and clearly communicates students’ level of mastery of standards.
Governance and
Leadership
X
Teaching and Assessing
for Learning
SMART Goals: 80% of all K-3 students will make expected or high growth on the FCS SLO’s as measured by
the 2014-15 Fountas and Pinnell Benchmark Assessment System by May 2015.
Resources and Support
The percentage of 5th grade students scoring proficient and exceeding proficient in Math will increase from
the 2014-2015 pre-assessment score of 6% to 50% by February 2015 grading period of the 2014-2015 school
year as measured by the FCS Math Grade 5 Interim post-assessment administered in February 2015.
Systems
Using Results for
X
Develop and fully utilize a comprehensive collection of appropriate level texts (informational and literary)
integrated across all content areas to ensure challenging learning experiences for all students.
Continuous Improvement
The percentage of 4th grade students scoring proficient and exceeding proficient in Math will increase from
the 2014-2015 pre-assessment score of 3% to 50% by the end of the 3rd quarter grading period of the 20142015 school year as measured by the FCS Math Grade 4 Interim post-assessment administered in February
2015.
School Name: _Haw Creek Elementary __ School Year: _2014-2015
Actions, Strategies and
Interventions
AdvancED Standard(s)
Standard 3: Teaching and
Assessing for Learning
The school’s curriculum,
instructional design, and
assessment practices guide and
ensure teacher effectiveness and
student learning.
Standard 5: Using Results for
Continuous Improvement
The school implements a
comprehensive assessment system
that generates a range of data about
student learning and school
effectiveness and uses the results to
guide continuous improvement.
(Includes Professional
Learning Plan)
 Teachers and administrators will
participate in current data teams
 Develop and implement a school-wide
data teams plan.
 Monitor student progress through
data teams led by trained teacher
leaders.
 Continue to develop and utilize a
comprehensive collection of leveled
texts (informational and literacy)
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
 If teachers work collaboratively to
monitor student progress, then they
will have specific student data to
better inform instructional planning
and differentiation.
 August 2014 –
ongoing
 Grade Level Teams/Admin
Support
 Its Learning Resources
 Karl Mercer
 If we continue to expand our
leveled reading resources,
teachers will integrate reading
across all content areas which will
increase student achievement.
 August 2014 ongoing
 Literacy Room Committee
 Media Specialist/Para
© 2013 FCS Public Information & Communications Dept.