Vision Statement
All children have the right to a rigorous, high-quality education which meets their
individual needs. UCS/Burr Elementary will respect, encourage and empower each and
every student to acquire the necessary knowledge,
skills and attitudes to be successful, contributing members of a
diverse community and global society.
School Mission Statement
Our school’s educational success focuses on the combined efforts of students, parents,
staff and community. We work together to educate and challenge our children while
meeting their individual needs and goals.
As a community, we will teach respect for uniqueness of
self and the diversity of others.
Tier II Mathematics Indicators:
Tier II Indicator 1.1: The number of kindergarten through sixth grade students who score 80% or higher on the districts end of the
year math assessment will increase.
Tier II Indicator 1.2: All students in third through sixth grades will meet or exceed standards and be identified as proficient on the
Michigan Educational Assessment Program (MEAP) tests in reading, writing, math, science and social studies.
Tier II Reading Indicators:
Tier II Indicator 1.1: The number of kindergarten through sixth grade students who score at or above grade level in reading as
measured by the Rigby/QRI assessments will increase.
Tier II Writing Indicators: Indicator 1.1:
The number of fourth grade and seventh grade students that previously attended Burr Elementary, who achieves a score
of 4, 5, or 6 on the state (MEAP) six-point writing rubric in Writing from Knowledge and Experience, will increase.
Tier II Indicator 1.1:
The number of kindergarten through sixth grade students who achieve a score
of 4, 5, or 6 on the district wide six-point writing rubric in Writing from Knowledge and Experience will increase.
Tier II Social Studies Indicators:
Tier II Indicator 1.1: The number of kindergarten through sixth grade students who score 80% or higher on the
districts end of the year math assessment will increase.
Tier II Indicator 1.2:
All students in third through sixth grades will meet or exceed standards and be identified as proficient on the
Michigan Educational Assessment Program (MEAP) tests in reading, writing, math, science and social studies
Tier II Science Indicators:
Tier II Indicator 1.2: All students in third through sixth grades will meet or exceed standards and be identified as
proficient on the Michigan Educational Assessment Program (MEAP) tests in reading, writing, math, science and social
studies
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Instructional:
Fountas and Pinnell (K - 6)
WriteSteps (K – 6)
“I can…” statements (all grades)
Student Data Folders (1st – 6th grade)
Organizational Binders (3rd – 6th grade)
Go Math (1st – 6th) with Fall, Winter and Spring Common Core
Assessment
Summer School 2014
Increased MEAP Scores
Home/School Connection:
Diet Coke with the Principal
Junior High visit early October from (2) sixth grade teachers and principal
Staff Positive Postcards
Recognition Luncheon for Freedom and Community Churches
Improved website, Principal Blog, and teacher tweets
Professional Development:
Fountas and Pinnell Training (K – 2)
Book Club – Core Six (possible next book – Preventing Summer Reading Fall Off)
Mid-Year Data Analysis and Assessments (K – 6)
Other:
NEA Master Teacher – Cassandra Joss (95 in the Country)
The Class of 2014 NEA Teacher Leadership Initiatives (200 teachers in 6 states) Melissa
Gronzo
PE-nut Nutrition Program (K – 6) Henry Ford Health Systems
Green School Application
Operation Kindness – The Hero in Me
Continue with an Aligned and Rigorous Curriculum
Continue Effective Instructional Practices that are Consistent in all Classrooms
Use of Assessments and Analysis of Student Performance Data to Dig Deeper
Increase Accountability
Positive School Culture Focused on Data and Improving Student Achievement
Increase Parental and Community Engagement
Burr Elementary Teachers Continue to be Consistent, Accountable and
have a Sense of Urgency
The results/data shows that
we are a successful school that continues
to improve student achievement for all children.
Goals:
*Recognizing and writing numbers up to 20
*Addition and Subtraction within 5
*Non-standard measurement
*Sorting and Classifying
*Increased knowledge in problem solving skills
*Count by rote to 100
*Count to 100 by tens and fives
Strategies:
*Dreambox
*E-Spark
*Math Stations
*Use of manipulatives
*Whole group mini lessons
*Small group lessons
*Brainpop Jr., YouTube
Interventions:
*Small group instruction
*Dreambox
*E-Spark
*Differentiated math stations
*Math consultant push-in
*Math volunteers
Progress Monitoring:
*Concept assessments throughout the year
*5 week quick checks
*NWEA
Data:
*90% of GENERAL EDUCATION students will meet their projected growth RIT score for spring 2014 in mathematics.
Goals:
*Fountas and Pinnell level C
*Sight Word Recognition (Write Steps words, Dolch words, Houghton Mifflin words)
*MLPP (rhyme choice/supply, segmenting/blending, onset/rime)
Strategies:
*Guided Reading
*Differentiated word study
*Comprehension Lesson Studies
*Sight Word bags
*Bulldog bags
*Use of leveled books
*E-spark
*Daily 5/literacy stations
*NWEA Skills check lists
Interventions:
*RTI
*Small group instruction
*Parents receive current F&P scores, along with reading expectations quarterly
*E-Spark
*Shared Reading/Whole Group Reading
Progress Monitoring:
E-spark, NWEA tested 3 times a year, NWEA skills checklists, MLPP 4 times/year, 5 week quick checks, informal assessments
during guided reading
Data:
• *90% of GENERAL EDUCATION kindergartners will know all letters and sounds
• *90% of kindergartners will be readers.
Goals:
*Write 3-4 complete sentences on a given topic
*High frequency words spelled correctly
*Proper use of writing conventions
Strategies:
*Writer’s Workshop daily
*Handwriting (Proper formation)
*Shared Writing
*Interactive Writing
*Write Steps
Interventions:
*RTI (writing)
*Small group instruction
*Writing mini-lessons
*Parents receive sample writing/scores from their child monthly, along with an anchor paper to compare growth
Progress Monitoring:
*5 week quick checks
*Monthly writing assessments
*Informal assessments of writing prompts
Data:
*85% of GENERAL EDUCATION kindergartners will independently write 3-4 complete sentences on a given topic.
Mrs. Fortier, Mrs. Joss and Mrs. Robinson
Goals:
*Making real world connections with: history, geography, civics/government, economics and decision making.
Strategies:
*Whole group lessons
*Connecting vocabulary with pictures
*Incorporating non-fiction books to facilitate discussion
*Use of technology (Brainpop Jr., YouTube, Discovery Science) for exposure to non-fiction topics
*Non-fiction writing
Interventions:
*Small group reinforcement when needed
Progress Monitoring:
*5 week quick checks
*Informal and observational assessments throughout units
Data:
*90% of GENERAL EDUCATION Kindergartners will understand general social studies concepts
according to Michigan GLCE’s.
Mrs. Fortier, Mrs. Joss and Mrs. Robinson
Goals:
*Experience in Physical, Life, and Earth Sciences
Strategies:
*Hands on activities
*Whole group lessons
*Use of technology (Brainpop Jr., YouTube, Discovery Science) for exposure to non-fiction topics
*Non fiction writing
Interventions:
*Small group reinforcement when needed
Progress Monitoring:
*5 week quick checks
*Informal and observational assessments throughout units
Data:
*90% of kindergartners will understand general science concepts according to Michigan GLCE’s.
The Bottom 30%
*Have grown due to teacher led instruction and small groups.
*Blended learning has not shown significant growth for most of our bottom 30%.
Student Successes:
•
•
•
•
5 week quick check monitoring has shown that students are improving in all subject areas.
Considering the majority of kindergartners did not attend a formal preschool, students have made great gains.
Implementation of the Fountas and Pinnell reading assessments has increased student comprehension.
All students have grown from Fall to Winter NWEA scores. We project that 90% of kindergartners will reach
their projected RIT score in math and reading.
Looking Ahead to Next Year….
*Hoping to have McGraw Hill language arts program to guide our literacy instruction.
*Hoping not to be subbed out as frequently with new initiatives.
*Hopefully Burr will get the Great Start Readiness Program.
Mrs. Fortier, Mrs. Joss and Mrs. Robinson
Goals: 80% of our students will pass the end of the year first grade math assessment with an
80% or higher.
Strategies: Small-group instruction, Spiraling, Dream Box, Espark, Brainpop Jr., Math stations,
Common Core Math Boxes, Vocabulary, Problem-solving, Manipulatives, Strategies for Fact
Fluency
Interventions: Leveled small-group instruction
Progress Monitoring: 5 week quick checks, Mad minutes, Quarterly common assessments
Data:
Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge
Goals: 90% of first grade students will show one year’s growth or more in reading OR be
at a Fountas & Pinnell level I or higher.
Strategies: Guided reading groups, Daily 5, Café strategies, Time for Kids,
Comprehension Framework, Vocabulary, Guided Highlighted Reading, Making
Connections, Word Study, Text Features, Raz-kids, Espark
Interventions: RtI, Leveled guided reading groups, Leveled Literacy Intervention
Progress Monitoring: Fountas & Pinnell, Sight Word checks, Spelling Inventory
Data: See graph
Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge
Goals: Students will increase their writing proficiency on the end of the year writing assessment
using the District 6 point holistic rubric.
Strategies: Write Steps, Writer’s Workshop, Mini-lessons, 6+1 Traits, Small-group instruction,
Conferring, Peer-editing, Mentor Texts, Narrative & Expository writing, Word Study
Interventions: Individual Conferring, Small-group Instruction
Progress Monitoring: 5 week quick checks, Spelling inventory
Data:
Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge
Goals: Students will learn four grade-level appropriate vocabulary words per unit.
Strategies: Non-fiction texts in small group and whole group reading instruction, Time for
Kids, Text features, Non-fiction writing, Interactive notebooks, Brainpop Jr.
Interventions: Re-teach content in small groups, Oral testing
Progress Monitoring: 5 week quick checks
Data:
Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge
Goals: Students will learn four grade-level appropriate vocabulary words per unit.
Strategies: Discovery Science, Brainpop Jr., Non-fiction texts in small group and whole group
reading instruction, Time for Kids, Text features, Non-fiction writing, Hands-on activities,
Interactive notebooks
Interventions: Re-teach content in small groups, Oral testing
Progress Monitoring: 5 week quick checks
Data: See graphs
Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge
The Bottom 30%
• The bottom 30% benefited from small group instruction throughout the day in all content areas.
• Many have been offered participation in the Summer Learning program at Burr.
Student Successes:
• Many students who came in reading below grade level are now reading at grade level.
• Students have become more proficient in writing since the fall.
• Small-group instruction has increased students’ understanding of math concepts.
• Fact fluency strategy instruction has led to better scores on timed tests.
Looking Ahead to Next Year….
• Interactive vocabulary notebooks in science and social studies
• Create science and social studies vocabulary word walls
• Implement more science and social studies stations incorporating Discovery Science
during Daily 5 time
• Improve the management of the café board and conferring notebook
• Full implementation of math vocabulary notebooks
Mrs. Haroney, Ms. Pierce and Mrs. Verbrugge
Goals: 90% of second grade students will score proficient or better on the second grade common core math assessment.
Strategies:
Our strategies are…

guided math

spiraling

setting goals

pre and post tests

math stations

Dreambox

Math minutes

Problem solving sheets

Interactive/Vocabulary notebooks

Math homework packets aligned with common core
Interventions:
Our interventions this year…

ISM

Kari Dennis (math push-in)

Dreambox
Progress Monitoring:
To progress monitor all of our students we use…

Five minute addition and subtraction tests

Pre and Post test graphs

Student data folders
Data:
86% of our second grade students scored proficient or higher.
Goals:
90% of second grade students will read at or above grade level.
Strategies:
Our strategies are…

Daily 5

Comprehension framework

Guided reading

LLI Kits

Flexible small groups

Interactive notebooks
Interventions:
Our interventions are…

RTI

Imagine Learning
Progress Monitoring:
To progress monitor our students we use…

F&P

Student data folders
Data:
85% of second graders are reading at or above grade level (those not proficient made at least one years growth).
Mrs. Carlin, Ms. Peila and Ms. Sutter
Goals:
90% of second grade students will be proficient or better in writing.
Strategies:
Our strategies are…

flexible groups

Write Steps

writer’s workshop

6+1 writing traits

Daily 5

progress monitoring

monthly writing assessments
Interventions:
Our interventions are…

small groups guided by our monthly writing assessments
Progress Monitoring:
To help us progress monitor we use…

monthly writing assessments

Conferencing with students during

Student data folders
Data:
88% of second grade students scored proficient or higher on their writing assessments.
Mrs. Carlin, Ms. Peila and Ms. Sutter
Goals:
Students will have a greater understanding of the Tier 2 vocabulary
Strategies:
Our strategies include…

guided highlighting

cross curricular comprehension framework
Interventions:
Our interventions are…

flexible small groups
Progress Monitoring:
To progress monitor we use…

Writing Tracker

vocabulary checks

Student data folders
Data:
5 week quick checks
Write Tracker- Started in January
Mrs. Carlin, Ms. Peila and Ms. Sutter
Goals:
Students will have a greater understanding of the Tier 2 vocabulary
Strategies:
The strategies we use include…

guided highlighting

cross-curricular comprehension framework

Discovery Science
Interventions:
Our interventions are…
flexible small groups
Progress Monitoring:
To help us progress monitor we use…

Writing Tracker

vocabulary checks

Student data folders
Data:
5 week quick checks
Write Tracker- Started in January
Mrs. Carlin, Ms. Peila and Ms. Sutter
The Bottom 30%
There has been significant growth in all areas.
Student Successes:
In reading our bottom 30% students have increased from 0% proficient to 44% proficient or higher. (ALL students have made at least one year’s growth)
In writing our bottom 30% students have increased from 0% proficient to 67% proficient or higher.
In math our bottom 30% students have increased from 0% proficient to 72% proficient or higher.
Looking Ahead to Next Year….
continue to spiral in all subject areas
utilize learning center and E.L. support
continue to integrate vocabulary notebooks in all subject areas
lowest 30% of students will be attending summer learning to get continued support
Discovery Science
continue with small group instruction in all subject areas
interactive notebooks
begin using Science and Social Studies notebooks
Mrs. Carlin, Ms. Peila and Ms. Sutter
Goal: To increase all general education students score on the math assessment from the beginning of the year to the end of the year.
Strategies:
•
Common Core Math Centers
•
Hands-on Activities
•
Use of manipulatives
•
Increasing Accountability
•
Spiraling Back
•
Vocabulary
•
Targeting instruction based on data
•
Math across the curriculum.
Interventions:
•
Differentiated stations.
•
Tests given in a small group when needed.
•
Kari Dennis pushes in to “double-dip” with bottom 30%
•
Small-group Instruction.
Progress Monitoring: The data from the beginning-year and mid-year assessment was used to guide instruction.
The added component of Dreambox and NWEA testing also gave input to each students weaknesses and strengths.
Data: The data for third grade math will be coming shortly as the end of the year assessment has not been given at this time.
We are projecting between 80-90% of general education students will pass the end of the year assessment.
Mrs. Marks, Ms. Oldani and Mrs. Santiago
Goals:
All third grade students will increase proficiency in reading by one years growth or more as measured by the
Fountas and Pinnell Benchmark Assessment.
Strategies:
•
•
•
•
Increase targeted instruction and reading of nonfiction text
Guided small group instruction – CAFÉ goals
Development of academic and domain specific words – Frayer model
Technology – Discovery Science,
•
•
•
•
•
Guided Highlighted Reading/Comprehension Framework across the curriculum
Application of Webb’s Depth-of-Knowledge
Nightly leveled reading materials
Student data, accountability, and goal sheets
Parent communication, collaboration, and education
Interventions:
• Guided small group instruction
• RTI
Progress Monitoring:
• 5-week Fountas and Pinnell (nonfiction) for identified bottom 30% in each classroom
• Quarterly Fountas and Pinnell (nonfiction) assessment for all students
• Meeting with small groups and conferring with individual students daily
• Exit tickets/Credit Cards/Parking Lot – Feedback to guide instruction
Data:
• Data will be recorded and shared at the conclusion of the assessments
Mrs. Dennis, Mrs. Marks, and Mrs. Santiago
Goals:
90% of third grade students will score proficient with a holistic score of 4, 5, or 6 based on the
Expository Writing: 6 Traits Rubric
Strategies:
•
Implementation of WriteSteps utilizing 6 Traits of Quality Writing, Writer’s Workshop, Madeline Hunter’s Lesson Plan
Format, authentic student writing samples, graphic organizers, and 6 Traits/Common Core rubrics
•
Increase consistent, targeted writing instruction across the curriculum to maximize student learning focusing on
Constructed Response and Text Structure
•
Implementation of Writing Tracker used to build writing fluency and comprehension of content and vocabulary
Interventions:
•
•
•
•
One-on-one conferencing, evaluating, reflecting, and individual goal setting
Peer collaboration, conferencing
Paragraph Frames to support text structure
RTI, ELL support
Progress Monitoring:
•
Writer’s Notebook – Students generate text, find ideas, and practice what they know about spelling, grammar, and
different writing genres. It is within the Writer’s Notebook that we informally assess the growth of each individual writer.
•
Monitoring of writer’s notebooks during one-on-one conferencing ensures evidence of progress towards focused
broader goals and short term objectives
•
Formal Core Writing pieces
•
Writing Tracker data recorded and graphed
Data:
Constructed Response “5 week checks” show an increase in structure, grammar, and individual writing techniques. 80% of
students scored a 4 or higher on the 5 Paragraph Expository Writing piece in March.
Goals: To provide students with a deeper understanding of the Social Studies content and to establish an outcome that represents
a higher level of comprehension and ability to help students compile information and apply it in new and different ways.
Strategies: Note taking, stations ,Writing Tracker and Frayer Model vocabulary activities to monitor understanding of content.
Time lines are used to help understand when historical events have taken place. Additionally, interactive notebooks, Quick checks
and other graphic organizers are used for summarizing, comparing and contrasting and cause and effect. Videos are used to take
students on impossible field trips and reach students with a variety of learning styles and varying learning acquisition styles. Lastly,
students dramatize events to help interpret what they have learned.
Interventions: Small groups are formed for the bottom 30% to review vocabulary and other lesson material. Tests are read to
applicable students.
Progress Monitoring: Writing Tracker is used to help summarize main ideas and vocabulary after each Unit. Chapter tests using
multiple choice, vocabulary matching, and constructed response questions are used.
Data: Since starting Writing Tracker this year 54/59=92% of third grade students have increased their writing fluency related to the
content learned since September/October.
Mrs. Marks, Ms. Oldani and Mrs. Santiago
Goals: To provide students with a deeper understanding of the Science content and to establish an outcome that represents a higher
level of comprehension and ability to help students compile information and apply it in new and different ways.
Strategies: Note taking using a basic version of Cornell notes with essential questions. Science Problem Solving Steps: The
Scientific Method. Begin lessons with Quick Checks for review. Group work and journaling in the Interactive Notebook. Leveled
articles related to content. Writing Tracker to summarize learning and apply new vocabulary. Pre-reading activities using the Frayer
Model for a better understanding of vocabulary. Other graphic organizers are used to teach main idea, and compare and contrast.
Leveled articles are used to teach content. Discovery Science videos and lessons. Stations are used to summarize articles, Handson Activities, and Technology (Discovery Science resources) such as video and virtual labs.
Interventions: Small groups are formed for the bottom 30% to review vocabulary and other lesson material. Tests are read to
applicable students.
Progress Monitoring: Writing Tracker is used to help summarize main ideas and vocabulary after each Unit. Chapter tests using
multiple choice, vocabulary matching and constructed response questions are used.
Data: Since starting Writing Tracker this year 50/59=85% of third grade students have increased their writing fluency related to the
content learned since September/October.
Mrs. Marks, Ms. Oldani and Mrs. Santiago
The Bottom 30%
Student Successes:
*Currently, 89% of the bottom 30 have increased their reading level by at least 1 years growth.
*Currently, 72% of the bottom 30 are proficient with a score of 4,5, or 6 using the constructive response rubric.
*70% of the bottom 30 increased their score from beginning-year to the mid-year assessment.
*There is evidence of writing strategies being applied throughout the curriculum.
*Parent communication.
Looking Ahead to Next Year….
*LLI Kit
*Implementing accommodations for ELL students based on proficiency levels obtained through the new WIDA
assessment.
*Increase basic fact practice.
*Developing “I can” statements from the language and content specific objectives (Framework).
*Data folders
Mrs. Marks, Ms. Oldani and Mrs. Santiago
Goals: Every student is progressing toward grade level proficiency. Students should be at or
have shown progress toward grade level proficiency by the end of the school year. 80% or more
will be at grade level norms for the mathematics section of the NWEA assessment.
Strategies: pre and post testing with graphs, post testing with common core questions, student
goal setting, small group instruction, use of hands-on manipulatives, student collaboration,
Frayer model/vocabulary instruction, mathematic stations, DreamBox, NWEA data practice
website, interactive whiteboard using various websites, common core problem-solving, DOK
Level 4 investigation (Geometry Town, Fraction Flags)
Interventions: Title I mathematics small groups, at-risk small group instruction, differentiated
instruction groups from volunteer retired teacher & parent volunteers
Progress Monitoring: pre & post testing for each unit, beginning, middle, and end of year
assessments, NWEA assessments
Data: unit post-tests, beginning, middle, end of year assessment scores,
NWEA data
Mrs. Henry, Mr. Clarke, Mrs. Wilson
Goals: Every student is progressing toward grade level proficiency. Students should be at
or have shown progress toward grade level proficiency by the end of the school year.
85% of students will be reading at a Fountas & Pinnell level S or above by June 13.
Strategies: 140 minutes/week on reading logs required, comprehension framework,
modeled lessons, CAFÉ Strategies, guided reading groups, daily at-risk groups, DOK
questioning, reader’s response journal, use of Smarter Balance practice assessments,
reading A to Z, Science A to Z, Tumblebooks, Readworks Science nonfiction passages,
Interventions: small groups, leveled text, goal setting, RTI
Progress Monitoring: Fall, Mid, and End of Year Assessments, Continual Monitoring of AtRisk students using Fountas & Pinnell Comprehension/Fluency assessment
Data: 5 week quick checks along with Compilation of year long student
assessments
Mrs. Henry, Mr. Clarke, & Mrs. Wilson
Goals: Every student is progressing toward grade level proficiency. Students should be at
or have shown progress toward grade level proficiency by the end of the school year.
80% of the students will be proficient in the 6 traits of writing.
Strategies: WriteSteps, Model Writing with Grade Level Appropriate Samples,
Comprehension Framework, 6 + 1 Writing Traits , Writing notebooks, Writing Conferences
w/ Students, (Goal Setting) Grammar lessons, Constructed Response
Interventions: Conferencing and Goal Setting, Meeting individually with students in order
to focus on Specific Writing Traits, Small group instruction
Progress Monitoring: Fall, Mid-Year, & Spring Assessments, WriteSteps Writing Prompts,
Mini-Lessons, and 5 weeks quick checks
Data: Fall, Mid-Year, & Spring Writing Assessments scored w/ 6 point rubric
focusing on Writing Traits. Grade Level Specific Writing Prompts.
Mrs. Henry, Mr. Clarke, & Mrs. Wilson
Goals: Every student is progressing toward grade level proficiency. Students should be at or have shown
progress toward grade level proficiency by the end of the school year.
Strategies: Frayer model and intensive vocabulary instruction, write tracker, and constructed responses.
Technology centered exploration using Common Core goals toward mastery of vocabulary and concepts, use of
social studies text in guided reading groups
Interventions: Small group and one-on-one instruction with a focus on writing in the content area while using
content specific vocabulary.
Progress Monitoring: 5 week quick checks focusing on vocabulary and constructed response questions, check
understanding quizzes and tests.
Data: 5 week quick checks, constructed responses, and check understanding quizzes.
Mr. Clarke, Mrs. Henry and Mrs. Wilson
Goals: Every student is progressing toward grade level proficiency. Students
should be at or have shown progress toward grade level proficiency by the end of
the school year.
Strategies: Frayer model and intensive vocabulary instruction, write tracker, and
constructed responses. Technology centered exploration using Discovery
Education virtual labs, grade level specific readings, and Common Core strategies,
use of science text (ReadWorks and Navigating Nonfiction) in guided reading
groups, Science A to Z.
Interventions: Small group and one-on-one instruction with a focus on writing in
the content area while using content specific vocabulary. Small group guidance in
the virtual labs and grade level specific readings.
Progress Monitoring: 5 week quick checks focusing on vocabulary and constructed
response questions, check understanding quizzes and tests.
Data: 5 week quick checks, constructed responses, quizzes and tests.
Mr. Clarke, Mrs. Henry and Mrs. Wilson
The Bottom 30%: As a “FOCUS” school we have been dedicating extra time to ensure that all students
below grade level focus on clearly stated goals and expectations. These expectations and goals are
designed to help them improve their reading, writing, and mathematics skills. These skills are also
carried through into their science and social studies comprehension. Regardless of our students
academic standing it is our mission to bridge the gap between our below grade level and above grade
level students. The expectation is that all students will show academic growth in all aspects of
Common Core expectations with our core focus on those that have the highest need. They have also
been receiving small group instruction in every subject area.
Student Successes: Students have shown a willingness to learn through a more cohesive student
centered learning initiative. While students learn they also monitor their own learning through the use of
student data folders, which allows them to focus on their needs and goals.
This approach has lead to growth in all of our key academic areas with more quality reading, improved
writing skills, and expanded mathematical knowledge.
Looking Ahead to Next Year… The Burr 4th Grade team looks forward to building upon an already
stable foundation. We plan to continue to push at home reading and mathematics practice which
involves the family as active participants in their students academic success. We also found student
accountability through student led data to be vital to their growth and understanding. In areas of
academics we plan to continue incorporating spiraling into our mathematics instruction in order to allow
for deeper understanding and use reading as our focus in the areas of Social Studies and Science.
Mrs. Henry, Mr. Clarke, & Mrs. Wilson
Goals: At least 80% of students will be proficient on the 5th Grade End-of-the-Year Math Exam.
(Proficient is earning at least an 80% on the exam.) All students will make progress toward being at or
above grade level.
Strategies: Daily math lessons with buddy checks, math stations, DreamBox, small group instruction,
weekly problem solving (show, draw, explain, solve it another way method), daily problem solving,
Math RTI, re-teaching material until mastery is achieved, spiraling math concepts, hands-on materials,
Frayer Model for vocabulary, note taking, math journals, and pre and post test graphing and goal
setting.
Interventions: Math RTI, small group instruction, re-teaching until mastery is achieved
Progress Monitoring: The 5th Grade Math Assessment was used to determine student ability levels at
the beginning of the year. Throughout the year chapter pre and post tests and weekly timed math fact
tests were used to track student progress. The 5th graders took a Mid-Year Math Assessment in
January to determine their mid-year progress. In June, the students will take the 5th Grade End-of-theYear Math Assessment to determine their proficiency level on the 5th grade material. 5 Week Checks
were also used to monitor math fact progress of the bottom 30% students.
Data: Fall: 15% of general education students were proficient on the 5th Grade Math Assessment.
Spring Projection: at least 80% of general education students will be proficient on the 5th Grade End-ofthe-Year Math Assessment.
Mr. Clarke, Mrs. Fisher, and Mrs. Hackler
Goals: All students will be at or above grade level in reading by the end of the school year.
(For students who were not at grade level at the beginning of 5 th grade, they will make at least one year’s growth or more)
Strategies: Daily 5/Reading Workshop, CAFÉ strategy lessons, mini-Lessons, teacher modeling, guided reading, small group
instruction, making connections, depth of knowledge for digging deeper questions, close and critical/guided highlighted
lessons, genre studies, comprehension framework lessons, reading across the curriculum (informational text), leveled text,
one-on-one conferring, Frayer model and data folders and goal setting
Interventions: Daily Guided Reading groups for below level students (RTI), small group instruction, ability grouping, strategy
based grouping, and Imagine Learning Program for ELL students
Progress Monitoring: The QRI and the Fountas and Pinnell reading assessments were used at the beginning of the year and
will be used at the end of the year to determine student reading levels. The Fountas and Pinnell reading assessment was
used to monitor growth throughout the school year (September, November, January, March, and May.)
Data: Fall: 60% of general education students were at or above grade level in reading. Spring Projection: 90% of general
education students will be at or above grade level in reading. 100% of students will make at least one year’s growth or more
in reading.
Mrs. Redwick and Mrs. Pappas
Goals: Each student in the fifth grade will reach their highest potential in writing. At least 80% of
students will be proficient in all 6 + 1 writing traits and also show growth from the beginning of
the year.
Strategies: Student examples, mini-lessons on each trait, student partners based on abilities,
teacher writing with students, small group instruction, graphic organizers, writing across
curriculum, constructed response questions, data folders/goal setting, teacher conferencing,
and peer conferencing.
Interventions: RTI groups, ability grouping with partnered and small group activities
Progress Monitoring: Writing folders with student data, small group scoring, and writing
assessments were used to monitor progress throughout the year. In the fall and winter students
were scored on a personal narrative writing piece using a 6+1 Traits rubric. In the spring,
students will be scored on a third personal narrative using the 6+1 Traits rubric to determine
their growth throughout the year. Constructed response assessments were given to the bottom
30% every 5 weeks to monitor progress in writing.
Data: Fall: 40% of 5th graders were proficient on personal narrative essays.
Spring Personal Narrative Projection: At least 80% of 5 th graders will be proficient.
Mrs. Redwick and Mrs. Pappas
Goals: 80% of fifth grade students will demonstrate proficiency in the area of vocabulary as it
relates to the content being studied. This also includes being proficient in writing an answer to
a constructed response question.
Strategies: Frayer model, group and partner based activities, individual and group projects,
note taking using many strategies, lesson outlines, comprehension framework, text
features/structure for prior knowledge, write tracker, and vocabulary activities, interactive
journals
Interventions: Partnered and small group activities, reading buddies, small group reading/note
taking
Progress Monitoring: Chapter Tests, Write Tracker, vocabulary/constructed response five week
checks, and group and individual projects were used to monitor progress throughout the year.
Mrs. Redwick and Mrs. Pappas
Goals: At least 80% of fifth grade students will be proficient in the area of vocabulary as it
relates to the content being studied. This also includes being proficient in writing an answer to
a constructed response question.
Strategies: Frayer Model, hands-on exploration of concepts, inquiry based activities, visual aids
(includes multimedia resources, models, and demonstrations), group and partner based
activities, verbal note taking, Comprehension Frameworks, Write Tracker, Close and
Critical/Guided Highlighting, comprehension activities with informational text, constructed
responses and multiple vocabulary activities.
Interventions: Partnered and small group activities, reading buddies, small group instruction,
goal setting, and study guides.
Progress Monitoring: Unit tests, Write Tracker, vocabulary/constructed response five week
checks, and comprehension assignments were used to monitor progress throughout the year.
Mrs. Redwick and Mrs. Pappas
The Bottom 30%: As a Focus School one of our priorities is to increase the achievement of our bottom
30% students in the areas of reading, writing, math, science, and social studies. We used five week data
checks to regularly monitor the progress of these at-risk students. We used that information to guide
instruction and provide interventions. We closely monitored their progress and worked with them daily in RTI
groups. Each student in our bottom 30% has made progress in all subject areas this year.
Student Successes:
Our reading data shows that all students have made at least one grade level growth this year. Our students
have also shown much growth in writing, from 40% in the fall to an expected 80% or more proficiency.
We had significant growth in Math this year. In the fall 15% of the students were proficient on the 5th grade
End-of-the-Year Math Assessment. We expect that at least 80% of the students will be proficient on the 5th
grade End-of-the-Year Math Assessment. Therefore, the fifth graders have made significant progress this
year in math. Student data on the write tracker shows that by incorporating more vocabulary activities into
lessons, they are able to write more using their vocabulary, by making connections, which results in
proficiency on chapter tests.
Looking Ahead to Next Year…
We will continue to incorporate more of the Common Core Strategies, which involves vocabulary and
explanation/ interactive journals in our daily lessons in all subjects. We will be using Houghton Mifflin for our
Reading and Writing program and we expect that this will be a helpful resource in allowing students to
continue make progress in reading and writing. We will continue to focus on the bottom 30% to allow them to
make progress toward grade level and to close the achievement gap.
Mrs. Redwick and Mrs. Pappas
Goals:
1. Students will achieve their individualized math goals stated on their IEP.
Strategies:
Daily guided practice focusing on common core standards , math fluency ,vocabulary and problem
solving skills. Regular use of the Frayer Model for vocabulary. Pre & post tests with student goal
setting. Building anchor charts as visuals on math concepts with the students. Math vocabulary
word wall. Problem-solving and math resource folder. Interactive math activities. I can learning
objectives.
Progress Monitoring: Pre & post tests, Unit tests, Daily Exit tickets
Mrs. Luhmann & Mrs. Harder
Reading Goals:
1.Students will achieve their individualized reading goals stated on their IEP.
2.Students will make 1 year’s growth according to their Fountas-Pinnell Reading Assessment.
Strategies:
Daily guided reading focusing on basic reading skills, reading comprehension strategies and
vocabulary. Guided highlighted reading using text that involved science and social studies
content to build background knowledge, word study, K-PALS and REWARDS program focusing on
decoding unknown words using prefixes, suffixes and chunks. Interactive bulletin boards focusing
on author’s purpose and text features. Regular guided practice on answering evidence based
questions. I can learning objectives.
Progress Monitoring:
Regular Fountas-Pinnell Reading Assessment
Weekly decoding assessments
Daily teacher log
Mrs. Luhmann & Mrs. Harder
Goals:
1.Students will achieve their written language IEP goals .
2. Students will score a 4 or higher on their Spring writing assessment using
the 6+1 rubric.
Strategies: Daily guided writing instruction using Write Steps. Use of writing
Stems , paragraph frames and graphic organizers. Providing opportunities to
build background knowledge. Guided practice and modeling of constructed
responses, Interactive 6 + 1 writing board, using students samples as
examples, I can learning objectives, I do, we do, you do!
Progress Monitoring:
Monthly data collection on IEP goals
6+1 Rubrics
Teacher log
Mrs.. Luhmann & Mrs. Harder
Goals: ELL students will increase one or more levels in English Language Proficiency each year. They will also show an increase of
one year’s growth in reading.
Strategies:
Paralleling teacher instruction with comprehension framework, Frayer’s model, author’s purpose, text features and structures,
guided highlighted reading, “I Can” statements, goal setting, writing tracker, visuals, building background, sentence stems,
scaffolding, and constructed response.
Educating the teachers on effective strategies with EL students vie consultations and professional development.
Interventions:
Sheltered instruction in speaking, reading, writing and listening in the English language.
Small group, guided reading instruction, with a focus on comprehension, and vocabulary building using nonfiction text.
Homework support
Support of content in the classroom utilizing best practices to enhance comprehension or core content.
Imagine Learning English program
Assisting with parent communication and interpretations to bridge the language barrier and keep our parents informed.
Progress Monitoring:
Daily interactions and consultations
Bottom 30 lists
FLEP/LEP student reports at mid and year end
WIDA assessment
MEAP scores
Mrs. Gaydos and Ms. Jarzyna