Ne Region
October 2010
Anne Allen, Principal
Monica Ayers, instructional
Facilitator
Current Enrollment
- 575 (including Pre K and CDC)
3rd
4th
5th
6th
73
55
66
61
3rd
4th
5th
6th
SPED
Total
14
17
13
22
EdPlan
(MEM 1)
29
29
31
24
SpEd Population
- 66(grades 3 and up)
Total
TCAP –Alt (Portfolios)
- 20
Ed PLAN(All)
- 192
Free/Reduced Lunch
- 544students / 95%
Membership 1 Students
- 266
Ethnicity/Race
H 54.3% / AA 26.3% /W 16.8% / Other 3%
Identified areas of concern:
3rd - Number Operations,
Data Analysis
4th – Number Operations,
Geometry/Measurement*
5th – Math Processes,
Geometry/Measurement
6th - Algebra
We used T/L Test P, along
with TCAP results, to place
students in interventions.
Identified areas of concern:
3rd – Communicate,
Writing, Logic,
Informational Texts
4th – Communicate,
Writing, Literature,
5th – Language &
Vocabulary, Logic,
Informational Texts,
Literature
6th – Logic, Literature
We used T/L Test P, along
with TCAP results, to place
students in interventions.

EPGY/Stanford Math
 Every K-2nd grade student does 30 minutes per
week in the library/computer lab.
 Every 3rd grade student does 60 minutes per week
in the library/computer lab.
 Every IDENTIFIED 4th-6th grade student completes
90 minutes per week in the computer lab*

Headsprout
 At KES, we have made the decision to use the
benchmarks as designed…and set students back
when they need to be set back…rather than
focusing on mandatory 80-episode completion
*All KES-identified intervention students are receiving the required
minutes per week faithfully…in grades 4-6 these are the kids who were fell
below the bubble (below -4) BUT
the EPGY reports will not reflect accurate completion rates due to different
time requirements by grade level AND a discrepancy between OUR
intervention list and EPGY’s intervention list.
ALL 1st grade
teachers have
daily time
scheduled in either
the Computer Lab
OR the Library.
The variance in
episode average
has been due to
some teachers
moving kids
along to reach the
80-episode goal
and others using
benchmark scores
to place students
where they need to
be.
• Low levels of reading proficiency and pre-literacy skills in KK
and 1st grade – Our Title I Literacy Teacher is coordinating with
Streets Ministries to construct/implement a tutoring program for
emerging and beginning readers in KK and 1st grade.
• Headsprout Benchmarks / 80 Episode Completion requirements –
• Students are already being benchmarked in
AIMSWeb…teachers are frustrated because they spend an
inordinate amount of time testing and not enough time
teaching.
• Teachers are conflicted between using benchmarks to set
students where they need to be VERSUS the pressure to
complete 80 episodes for every child.

Student attendance
- What’s working
Teacher/Admin calls to parents / Monday School
- Areas for Improvement
Continued concern over EXC/UNX tracking

Teacher attendance
-What’s working
▪ Weekly incentive for no tardies/absences!!
▪ Award at Honors Program for Perfect Attendance
 What’s working
- IDs required of all visitors and badges are
provided
- Entrances equipped with cameras enable
office staff to stay on top of who is on campus
- Faculty strategically placed before/after
school – expanded duty locations
 Areas for Improvement
- Reliability of morning crossing guards
The Self-Directed Improvement System™
Baseline
Assessments
PROFICIENCY• 2009-2010 TCAP
TARGET • Discovery 2010-2011 Test P
We will reduce the
number of students
scoring basic/below
basic on TCAP Math
by 50%, from 215
students to 107
students on the 20102011 test.
Plan
Execution
• Administration
• Instructional Facilitator
• Teachers
• Cluster Members
Strategy
SDIS™ | Action Plan
Data
• 215 students were not proficient
on the 2010 TCAP Math (84%)
• Initial Discovery results show
188/246 (76%) of students tested
were basic/below basic
1. Bubble students will remain
in the classroom for best 1st
teaching.
2. Below-bubble students have
been identified as
Intervention Students for the
purposes of EPGY
implementation and that list
will be given to EPGY for
uploading/replacing their
current list.
3. Lesson plans will reflect
differentiation.
4. Teachers will implement biweekly common assessments
to ensure skill mastery &
pacing/curriculum map
adherence.
Feedback
1. Did the benefits of EPGY
outweigh benefits of
classroom instruction
for those students who
ended up being on the
bubble?
2. What specific areas did
students barely miss the
mark on?
3. What in-class
interventions can be put
in place?
4. Why were students on
the verge of passing
spending 90 minutes a
week out of class?
The Self-Directed Improvement System™
PROFICIENCY
TARGET
We will reduce the
number of basic/below
basic students in RLA
by 50%, from 205
students to 103 students
on the 2010-2011 test.
Plan
Execution
• Administration
• Instructional Facilitator
• Teachers
• Cluster Members
Baseline
Assessments
• 2009-2010 TCAP
•Discovery 2010-2011 Test P
Strategy
1. Continue Parallel Reading
blocks for all ELDA 1&2
students in grades 2-6 and
implementation of one
hour ESL/day for KK and 1st
grades.
2. Bubble students will
remain in the classroom for
best 1st teaching.
3. Lesson plans will reflect
differentiation.
4. Teachers will implement biweekly common
assessments to ensure skill
mastery AND
pacing/curriculum map
adherence.
SDIS™ | Action Plan
Data
• 205 students scored
basic/below basic on the
2010 RLA TCAP (81%)
• Initial Discovery results
show 187/246 (76%) of
students tested were
basic/below basic
Feedback
1. What in-class
interventions can be put
in place to keep students
in the classroom with a
certified teacher?
2. How can we pair
AIMSWeb findings with
TCAP and Discovery
results to achieve a
commensurate list of
students who can
reasonably get (and
benefit from) support?