1SCHOOL IMPROVEMENT 2011-2012 ~ ONE PAGE DOCUMENT
Completed Once Yearly ~ Add and Remove Rows & Columns as Necessary
School
Dayton Elementary School
Principal
Lyon County School District
Destined for Greatness
Cory Sandberg
GOALS & MEASURABLE OBJECTIVES
(Add or Delete Lines As Necessary)
GOAL #1
Dayton Elementary School (DES) will increase student achievement in English/Language Arts for all students to meet proficiency targets as measured by the 2012 CRT and MAP data, with an emphasis on
our IEP and LEP subgroups in the area of Comprehend, Interpret and Evaluate Informational Text, and Depth of Knowledge levels DOK 2 and DOK 3.
G-1 MEASURABLE OBJECTIVE #1
All students at DES, with an emphasis on LEP and IEP subgroups, will increase reading proficiency to 75.9% as measured by the 2012 Spring CRT and MAP data. Subgroups performing at or above
targets will increase 5-10% based on 2010-2011 levels, to remain on track for maintaining proficiency. Subgroups performing below targets will demonstrate 15-25% increases, based on their previous
performance to close the achievement gap.
G-1 MEASURABLE OBJECTIVE #2
GOAL #2
Dayton Elementary School (DES) will increase student achievement in math for all students to meet proficiency targets as measured by the 2012 CRT and MAP data, especially our IEP subgroup, with an
emphasis on Number Sense and increasing the Depth of Knowledge levels DOK 2 and DOK 3.
G-2 MEASURABLE OBJECTIVE #1
All students at DES, with an emphasis on the IEP subgroup, will increase Math proficiency to 80% as measured by the 2011 Spring CRT and MAP data. Subgroups performing at or above targets will
increase 5-10% based on 2009-2010 levels, to remain on track for maintaining proficiency. Subgroups performing below targets will demonstrate 10-15% increases, based on their previous performance to
close the achievement gap.
G-2 MEASURABLE OBJECTIVE #2
GOAL #3
Dayton Elementary School (DES) will increase student achievement in writing for all students to meet proficiency targets as measured by the 2012 4th/5th Grade Writing Proficiency and K-5 Quarterly
WFTB Writing Samples, especially our IEP and Hispanic subgroups, with an emphasis on Conventions (primary: punctuation/capitalization, upper: varied sentence structure).
G-3 MEASURABLE OBJECTIVE #1
All students at DES will increase Writing proficiency to 78% as measured by the 2012 4th/5th Grade Writing Proficiency and K-5 Quarterly WFTB Writing Samples. Subgroups performing below targets
will demonstrate 20-25% increases, based on their previous performance to close the achievement gap. Subgroups performing at or above targets will increase 5-10% based on 2010-2011 levels, to remain
on track for maintaining proficiency.
G-3 MEASURABLE OBJECTIVE #2
Key Concepts for Measurable Objectives
(Abbreviate Retaining Key Concepts – Add or Delete Lines as Necessary)
G-1 Action Steps for MO #1
1. Targeted first and second grade students
G-1 Action Steps
for MO #2
1.
G-2 Action Steps for MO #1
1. Students will participate daily in
G-2 Measurable
Objective #2
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G-3 Action Steps for MO#1
1. Students will participate daily in direct
G-3 Action Steps
MO#2
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will increase their reading skills to grade level
by participating in small group/individual
instruction.
2. To improve DOK 2 and 3 levels, students will
participate in interactive instruction that uses
research based practices, including Thinking
Maps, Marzano’s Student Engagement
Strategies and higher order questioning and
follow grade level ELA Common Core Standards.
3. At a minimum of four times per week,
targeted IEP students will participate in
inclusive general education instruction in
reading.
4. All students will participate at a minimum of
three times per day in hands-on activities
and/or best language practices including
student conversation, graphic organizers and
accessing and building background knowledge.
5. Targeted at-risk students in grades 3-5 will
participate in pull-out reading groups focusing
on their weakest strand/standard/content
cluster.
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components of Balanced Math to increase
DOK 2 and 3 levels.
writing instruction and guided/independent
practice, with an emphasis on conventions
(capitalization/punctuation) and varied
sentence structure following the WFTB
program. Primary (K-2) 15-30 minutes a
minimum of four days per week. Upper grades
(3-5) 30-60 minutes a minimum of three days
per week.
2. Students will use the writing process
outlined in Write From The Beginning to
complete three writing samples. Teachers will
self-evaluate and peer-evaluate their writing
samples using the WFTB rubric.
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3. Students will be held accountable for using
conventions in all disciplines.
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