Program Evaluation Planning and Reporting
Program:
FY:
Planning
Goal and Fund Source(s)
Short Name
Goals 1 – 3: Increase Reading
Achievement
Key Strategies/ Actions (from
eCIP)
Strategies: Reading
Comprehension, Selected
Strategies from Response to
Instruction
Action: Direct, Explicit
Instruction Based on
Assessment of Academic
Performance, Increase the
Amount of Independent
Reading (Quantity and Quality),
Problem-Solving Teams
Reporting
Performance Measurements
(from eCIP)
(Short-term, intermediate, longterm impacts – as appropriate)
All general education and
special education teachers will
implement direct, explicit
instruction. Benchmark
Assessments (DCA, EQT,
ARMT, Accelerated Reader,
Teacher-Created Assessments
that Include Open-Ended
Questions) will be
systematically gathered,
analyzed, and reported to
monitor progress towards
attaining goals. All general
education and special
education teachers will
provide a designated time for
independent reading. Data
will be systematically
gathered, analyzed, and
reported in PST meetings to
monitor progress towards
attaining student, classroom,
and school goals. Progress will
be monitored in monthly and
Impacts;
Data Supporting Impacts
Impacts: Reading
Achievement has Increased
on STAR Reading and on
the AMRT+. The ARMT+
proficiency index for the
“All Students” group was
10.84. The lowest
subgroup proficiency index
was “Special Education”
with a proficiency index of
2.84. Every subgroup met
the proficiency goals.
Data: Teacher
Walkthroughs, Accelerated
Reader Reports, End of
Quarter Test Scores,
District Common
Assessment Scores
Goals 4 – 6: Increase Math
Achievement
Strategies: Math Procedures
and Problem-Solving,
Action: Plan and Implement
Strategic Teaching Components
in All Math Classes, Use a
Variety of Formative and
Summative Assessment Types
Throughout Units of Study
quarterly PST meetings. The
progress and success of all
students will be charted and
displayed in collaborative PST
meetings.
All general education and
special education teachers will
focus on complete numeric and
geometric patterns and on
solving addition and
subtraction problems
including word problems and
data analysis. Benchmark
Assessments (AMP, EQT,
ARMT, Teacher-Created
Assessments that Include
Open-Ended Questions) will be
systematically gathered,
analyzed, and reported to
monitor progress towards
attaining goals. Teachers will
participate in collaborative
grade level meetings to
analyze assessments and other
test data monthly. All general
education and special
education teachers will focus
on open-ended questions and
computation of addition,
subtraction, multiplication,
and division. Benchmark
assessments (Open-ended
Impacts: The ARMT+
proficiency index for the
“All Students” group was
15.31. The lowest
subgroup proficiency index
was “Special Education”
with a proficiency index of
9.43. Every subgroup met
the proficiency goals.
Data: Teacher
Walkthroughs, Accelerated
Reader Reports, End of
Quarter Test Scores,
District Common
Assessment Scores
Goal 7: Increase Science
Achievement
Strategies: Standards Analysis
Action: Formation of Academic
Success Team for Science,
Collaboration Among GradeLevels and/or Students
questions) will be
systematically gathered,
analyzed, and reported to
monitor progress towards
attaining goals. All Grade 4 and
special education teachers will
participate in collaborative
grade level meetings to
analyze assessments and other
test data monthly.
All teachers will utilize the
science laboratory for the
purpose of hands-on
instruction. All teachers will
implement collaboration in the
classroom and science
laboratory.
Impacts: Science
Achievement has Increased
Data: Teacher
Walkthroughs, Accelerated
Reader Reports, End of
Quarter Test Scores,
District Common
Assessment Scores