AdvancED Standards
Annual School Improvement Plan
(check all that apply)
X
Continuous Improvement Goal: _________Raise the CCRPI Score by increasing student achievement in Math
_____________________________
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
SMART Goal: The percentage of 3rd- 5th grade students scoring proficient and exceeding proficient in Math
will increase from the Fall pre-assessment score to the post assessment score by the end of February 2015 as
measured by the FCS Math Interims. See below for specific measurable scores by grade level.
_________________________________________________________________________
School Name: __Matt Elementary _______________________ School Year: 2014 2015
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
AdvancED Standard(s)
Teaching and Assessing for Learning
Professional Learning in
Performance Based Instruction,
IKAN/GLoSS and Number Talks
Improve instructional practice by
increasing the use of :
-
Guided Math groups
-
Centers with a re-teach and
review session each week
-
Real World Problem of the
Day
Increase use and implementation of
DOE framework tasks
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
If teachers receive ongoing
professional learning in PBI,
IKAN/GLoSS and Number Talks then
they will have a deeper understanding
of student learning and student math
levels.
If teachers understand student math
levels and group students in guided
math groups, then students will
receive instruction that is needed for
them to increase their understanding
of math and increase their
achievement levels.
Ongoing August
2014 – May 2015
Increased common planning
time (Administrative)
Monthly professional
development with Brian Lack
(Central Office)
Professional Development on
leveled math groups (Local
School provided)
Ready Common Core Math
Practice (FCSS)
Problem Solving Book /
Number Talks (Local School)
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
X
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
Annual School Improvement Plan
Continuous Improvement Goal: _________Raise the CCRPI Score by increasing student achievement in Math
_____________________________
SMART Goal: The percentage of 3rd- 5th grade students scoring proficient and exceeding proficient in Math
will increase from the Fall pre-assessment score to the post assessment score by the end of February 2015 as
measured by the FCS Math Interims. See below for specific measurable scores by grade level.
_________________________________________________________________________
School Name: __Matt Elementary _______________________ School Year: 2014 2015
Actions, Strategies and
Interventions
AdvancED Standard(s)
Using Results for Continuous
Improvement
Teaching and Assessing for Learning
(Includes Professional
Learning Plan)
Using Data teams to monitor student
progress and develop strategies for
remediation and acceleration.
Primetime groups based upon
IKAN/GLoSS data
Utilize Number talks lessons
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
If student progress is monitored
on a regular basis, then teachers
will have information needed to
develop appropriate lessons to
remediate and accelerate
students.
Data team meetings
held 2 times per
month by grade
level
If students are given extra time to
work on specific math skills then
their present levels of
performance will increase and
their performance on the Math
interim will be at a higher level.
Daily in
classrooms
Time to meet
Data to disaggregate
(administrative)
Professional Learning with
Brian Lack
(Administrative)
© 2013 FCS Public Information & Communications Dept.
3rd Grade Math – - Percentage of students scoring Proficient and Exceeding Proficient will increase from 24.2 % on the Fall preassessment to 70 % in the post assessment
4th Grade – Percentage of students scoring Proficient and Exceeding Proficient will increase from 2 % on the Fall pre-assessment to
50% in the post assessment.
5th Grade –Percentage of students scoring Proficient and Exceeding Proficient will increase from 4.3 % on the Fall pre-assessment to
50% in the post assessment. Students scoring Intervention will decrease from 64% to 24% on this same assessment.
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
X
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Teaching and Assessing for Learning
Annual School Improvement Plan
Continuous Improvement Goal: _ Increase CCRPI ( SLOs, SGPs) ______________________________
SMART Goal: _The instructional guided reading level of all students in grades K- 3 will increase from the
August 2014 pre-assessment levels on the F & P running record to May 2015 posted-assessment levels. See
below for specific measureable goals by grade level. ____________________________________________
School Name: _Matt Elementary_____________________ School Year: ___2014-2015_________________
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
Small differentiated guided reading
groups
Monitor using running records to
place students in appropriate
leveled reading groups.
Prime Time groups formulated
according to F & P Instructional levels
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
If teachers are monitoring student
achievement on a regular basis using
running records, then instruction can
be individualized to meet student
needs.
Running records
completed at least
once quarterly and
as needed for
individual students
If teachers are teaching students in
leveled groups that are utilizing the
actions, strategies and interventions
needed on a regular basis, then
students will become more proficient
readers.
Guided reading
groups meet 2 -3
times per week and
are changed as
needed
Reading A-Z (local school)
Fountas and Pinnell LLI Kits
(Local school funds)
Leveled Reading library
Prime time – daily
until May 2015
*Spire reading program for SE
students
Fountas and Pinnell Fluency Kits
for running records (FCSS)
(Materials are provided by FCSS
or local school funds)
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
Annual School Improvement Plan
(check all that apply)
X
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Continuous Improvement Goal: _ Increase CCRPI ( SLOs, SGPs) ______________________________
SMART Goal: _The instructional guided reading level of all students in grades K- 3 will increase from the
August 2014 pre-assessment levels on the F & P running record to May 2015 posted-assessment levels. See
below for specific measureable goals by grade level. ____________________________________________
School Name: _Matt Elementary_____________________ School Year: ___2014-2015_________________
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
Work with Media Specialist to train
students how to use the media
catalogue to search for appropriate
leveled books
Common Core Reading Workbook with
students
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
If students use the materials provided
for extra practice then it will help build
fluency, confidence, strength in
reading and increase student reading
levels.
September –
October 2014
Media specialist responsible for
MC training
August 2014- May
2015
Common Core WB provided by
FCSS
Daily Five and Book in a Bag
provided by classroom teacher
Implement Daily 5
Send home leveled Book in a Bags
for individual reading practice
© 2013 FCS Public Information & Communications Dept.
Kindergarten: The percentage of first grade students with an instructional guided reading level of D or above will increase from the 2014-2015
preassessment F & P running record from 3% to 85% by the end of the 2014-2015 school year as measured by the FCS SLO- Grade K (F & P running record)
post –assessments administered in May 2015.
First Grade - The percentage of first grade students with an instructional guided reading level of I or above will increase from the 2014-2015
preassessment F & P running record from 22% to 78% by the end of the 2014-2015 school year as measured by the F & P running record post –
assessments administered in May 2015.
2nd Grade - The percentage of first grade students with an instructional guided reading level of N or above will increase from the 2014-2015 preassessment
F & P running record from 16% to 80% by the end of the 2014-2015 school year as measured by the FCS SLO- Grade 2 ELA post assessment (F & P running
record) administered in May 2015.
3rd Grade - The percentage of first grade students with an instructional guided reading level of P or above will increase from the 2014-2015 preassessment
F & P running record from 26.1% to 50% by the end of the 2014-2015 school year as measured by the FCS SLO- Grade 3 ELA post assessment (F & P
running record) administered in May 2015.
4th Grade: The percentage of 4th grade students scoring proficient and exceeding proficient in reading will increase from the 2014-2015 pre-assessment
score of 30% to 65% by the end of February as measured by the FCS Reading Grade 4 interim post assessment score.
5th Grade: The percentage of 5th grade students scoring proficient and exceeding proficient in reading will increase from the 2014-2015 pre-assessment
score of 40% to 75% by the end of February as measured by the FCS Reading Grade 5 interim post assessment score.
© 2013 FCS Public Information & Communications Dept.