Smart Goal Worksheet District Goal(s): Select one or more that your school is addressing with the SMART goal on this worksheet.

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1 Smart Goal Worksheet School: Evergreen Elementary Team: Math Committee Leader: Teri Wright District Goal(s): Select one or more that your school is addressing with the SMART goal on this worksheet. Provide a safe learning environment for all students and staff Provide challenging educational programs which prepare all students for global living, learning and working Provide quality facilities and technology to support and strengthen student learning and protect the community investment Provide communication which informs and invites community participation, parent and staff involvement, and which encourages partnerships SMART Goals: * By June 2016, most students will achieve a minimum of 80% on the District grade level Common Core Computation assessment. * By June 2016, Evergreen s Average Growth Percentile (AGP) will be equal to or greater than the State AGP as measured by the Math SBA. Rationale Dedicating time specifically for instruction in mathematics will give students the time necessary to internalize processes and skills. Schools that look at assessment together and modify the instruction based on student need and skills have students who are more successful Monitoring student progress allows teachers to provide interventions for struggling students and drive instruction so all student The home-school connection and parent education support student learning and help to increase student achievement ` 1

2 Strategy: Implement a 60 minute balanced math block that includes best practices, common curriculum and assessments that drives instruction. Action Steps Who is Responsible Target Date or Timeline Evidence of Effectiveness Professional Dev. & Support Action 1:Continued implementation of Envision a balanced math program that includes best practices, a common curriculum, and assessment that drives instruction. Tasks to achieve activity: 1. Develop fluency with math fact recall by using classroom instruction, Xtra Math and other online resources. (Tier 1) 2. Develop understanding of the Number System and computation skills appropriate to grade levels. (Tier 1) 3. Targeted students receive support in math computation skills based on triangulated data from computation assessments, Aimsweb and Topic assessments. (Tier 2 & 3) Classroom Teachers Math Room Measured 4 times per year, by grade level according to math assessment matrix and reported on a spreadsheet. Due on Class Spreadsheet: Prior Grade: Sept. 25 Current Grade: Nov. 20 March 18 June 3 Every student will demonstrate proficiency in computation as indicated by the District Common Core computation assessment, topic tests, benchmark tests, and end of year assessment. Grade level scoring and next steps during Collaboration Wednesday : September 24 Grade level SWAT meetings during Collaboration Wednesday BPD- Common Core review 2

3 4. Differentiate math instruction to meet the needs of learners (TIER 1) 5. Screen all students using Aims Web to monitor student growth. All Staff Responsible Grade Level and Cross Grade Level discussions Monitored throughout the year by classroom teachers Individual student progress will be monitored for all students based on envision assessments, district assessments, and informal classroom/school assessments. Time for math instruction 60 min. minimum core instruction /15 min. practice Assessments will be ongoing and reported on report card in November, March, and June In addition: Aimsweb screening will be reported to classroom teachers in September, January, March and June Action 3: Provide opportunities for teachers to collaborate in mathematics, specifically looking at Common Core standards, envision at and across grade levels, common core standards, which include the eight mathematical practices. Task 1: Utilize common math vocabulary across grade levels. (Tier 1) Task 2: Gain understanding of how the common core standards build on each other across grade levels in vertical alignment. (Tier 1) Classroom teachers Title I Collaboration Wednesday January 13: Grade level math focus-topic dependent on building need April 6: Grade level math focus-topic dependent on building need 3

4 Strategy: Teachers will monitor student progress by administering formal and informal assessment, providing additional opportunities for learning and collaborating with other staff members to inform instruction Action Steps Who is Responsible Target Date or Timeline Evidence of Effectiveness Professional Dev. & Support Action 1: Teachers will administer district computation assessments, topic tests, benchmark tests, and end of year test, based on specific grade level needs. All Classroom teachers Ongoing Individual progress will be monitored for all students at each reporting period (November/March/June) by use of computation assessment, AIMSweb screenings and envision assessments Data collected will indicate growth (computation assessment) and areas of individual concern (computation assessment and envision assessments) Action 2: Provide interventions in the general education classroom through effective differentiation based on three-tier model (Tiers 2 & 3) 1. Identify struggling students in need of intervention through curriculum, school, and district assessments. 2. Provide targeted small group interventions within the classroom, based on Computation assessment data. 3. Monitor student progress to determine response to intervention. All Classroom teachers envision assessments District Common Core Computation assessment AIMSweb Pilot Ongoing Individual progress will be monitored for all students at each reporting period (November/March/June) by use of computation assessment and envision assessments. Students will be assessed using the previous years computation assessment in September. Students not passing this assessment with a minimum of 80% will be assessed again in November. Students who receive a score of 80% or higher on the previous years Collaboration Wednesday SST meetings RTI meetings 4

5 computation assessment in November should be assessed using the current grade level computation assessment. All students will be assessed using the current years computation assessment in January as a pre-assessment, March and then June for post assessment data. Data collected will indicate growth (computation assessment) and areas of individual concern (computation assessment and envision assessments) Action 3: Provide pull out RTI for skill specific computation interventions in the Math Room on Wednesdays. (Tier 2) 1. Students who do not meet previous grade level computation benchmarks in September will qualify for support Title 1 Teacher October 5, 2015 Previous grade level November 19, 2015 March 18, 2015 current grade level Each student will achieve a minimum of 80% on skill specific computation areas before being exited from Math Room. Grade level SWAT meetings during Collaboration Wednesday 2. Students who do not meet previously taught grade level computation skills as determined by November and March computation tests will also qualify for small group support. 5

6 Strategy: Staff will provide opportunities for parents to learn about math instruction and ways to help their students with math. Action Steps Who is Responsible Target Date or Timeline Evidence of Effectiveness Professional Dev. & Support Action 1: Provide Math and Science Night Activity to allow children to demonstrate science knowledge to parents. This evening should also allow families to explore science and math together with both hands on activities and technology. 1.Organize hands-on math and science activities. 2. Create Attendance graph 3. Utilize technology to show parents online resources Math/Science Committee is responsible for planning, preparing and implementing with classroom teacher help. Title 1 Parent involvement Budget for Food PTA for Prizes and Materials March 9, 2016 Positive responses regarding Title 1 program support and information as evidenced by Spring surveys. Track attendance and calculate percentage of students and families attending with a goal of 60% of students attending. Common Core handouts for families Title 1 money for dinner ($500) PTA $100 for raffle prizes Grant Money for hands on science projects for each grade level. These can be used in the classroom and displayed on Math/Science Night. $ Action 2: Provide monthly math information newsletters/ website Title 1 Teachers On going Monthly Positive responses regarding Title 1 program support and information as evidenced by Spring surveys. Action 3: Report Title 1 news at each school wide family event: Set up table to share Title 1 news and strategies to help students Title I Teachers At school wide family events: Open House Math Night Literacy Night, etc. Track attendance and calculate percentage of students and families attending with a goal of 60% of students attending. 6

7 o Smart Goal Worksheet School: Evergreen Elementary Team: ReadingReading Leader: Susan Brummitt ` District Goal: The primary focus of our work is for all students to meet or exceed rigorous standards. All students are challenged to perform at their highest level and will show continuous improvement. Strategies: Deliver an articulated K-12 core curriculum that is aligned with standards and taught with fidelity; Utilize assessment data that measures progress and inform instructional decisions; Provide additional instructional support for every student falling below achievement expectations; align resources for classroom support, professional development and evidence based teaching strategies. Measures: Improvement in individual scores in reading, writing, math, and science as indicated by district and state assessments; Increased numbers of students moving up in level of achievement; Increased enrolment and success in AP and advanced courses and exams; Increased numbers of students prepared for success in the workplace, post-secondary education, and civic responsibilities; Increased number of ninth graders on track to graduate. Building SMART Goal: By June 2016, Evergreen s Average Growth Percentile (AGP) will be equal to or greater than the State AGP as measured by the ELA Smarter Balance Assessment Rationale: Schools that look at assessment together and modify the instruction based on student need and skills, have students who are more successful. Monitoring student progress allows teachers to provide interventions for struggling students and drive instruction for all students. The home school connection and parent education support student learning and help lead to increased student achievement. Strategy 1: Implement a balanced literacy block (90 minutes minimum) that includes best practices, a common curriculum, and assessments that drives instruction. Action Steps Who is Responsible Target Date or Timeline Evidence of Effectiveness Professional Dev. & Support

8 Activity 1: Teach comprehension strategies and skills based on Common Core Standards using available resources (TIER 1) Tasks to achieve activity 1. Reading Wonders curriculum focusing on the components: Close Reading Comprehension Skills and Strategies Small group instruction Independent reading of just right books Foundational skills 2. Students will practice strategies during Independent Daily Reading (IDR) and participate in regular reading conferences with the teacher to discuss how they are using the comprehension strategies 3. Use of additional resources Let s Find Out (K) National Geographic Magazine (1 st -4 th ) Science books included in Foss Kits Science topics embedded in Reading Wonders Classroom teacher On Going Through administering of the Fountas and Pinnell, BRI, Kindergarten Portfolio and topic assessments from Reading Wonders, students will show 9 months growth from their baseline data in September while maintaining proficient levels of comprehension in accordance to the test protocols. Training for staff on meeting Common Core Standards given by district and building leaders. Review of test protocols Activity 2: Provide small group instruction based on individual student needs (TIER 2) Tasks to achieve activity: 1. Level groups based on monthly All Teachers/Lap/Title I and Resource Room Teachers/Paraeducators *Leveled Library *Skill progression Sept. 22 first day of Reading Room Data collected at the School Wide Assistance Team (SWAT) meetings every 6 to 8 weeks will show 80% of our students will show continuous, adequate growth toward end of year goal Provide ongoing conversations during SWAT, staff, collaboration meetings, grade level meetings regarding phonics, phonemic awareness, vocabulary, comprehension, and fluency

9 assessments and fluid grouping. 2. Lessons support comprehension instruction and fluency. based Common Core Standards Strategy 2: Teachers will monitor student progress by administering formal and informal assessment, providing additional opportunities for learning, and collaborating with other staff members to inform instruction Action Steps Who is Responsible Target Date or Timeline Evidence of Effectiveness Professional Dev. & Support Activity 1: Provide SWAT meetings to inform instruction and Reading Room groups to meet individual student needs.(tier 1) Tasks 1. Collect reading data electronically and maintain yearlong data to monitor student growth. Substitute for teacher coverage Lap/Title teacher Classroom teacher Para-Educators Principal Resource Teacher SWAT: 9/21 11/23, 1/25, 4/4 Little Eagle Data Due: 9/18(new and SBGL students only) Effectiveness of meeting the needs of students through fluid grouping will be monitored 4 times a year by students showing continual growth toward end of year goal in reading assessments Reading Assessment Calendar for Roving Substitute for 4 days throughout the year: $

10 2. Additional data collected using Fountas and Pinnell, BRI, Reading Wonders assessments and Kindergarten Porfolio will indicate growth and areas of individual concern 3. Classroom teachers will communicate with Community in School Coordinator regarding students who may need additional support in grades 1, 2 and Using additional Title 1 and LAP funds, utilize YMCA morning program to assist struggling students in reading. 11/20 1/22(SBGL only) 3/25 6/3 Aimsweb Sept Jan May 2-7 Screening and progress monitoring using AIMSweb diagnostic testing will show growth for all students during January, March and June Activity 2: Monitor student progress (TIER 1) 1. Administer AIMSweb Universal Screener 2. At risk students will be monitored using Aimsweb diagnostic testing(tier 2) 3. Triangulate additional data collected using Fountas and Pinnell and Kindergarten Porfolio, topic tests and other formative assessments to indicate growth and areas of individual concern All Teachers Aimsweb Sept Jan May 2-7 SWAT: 9/21 11/23, 1/25, 4/4 Individual progress will be monitored for all students at each reporting period (Nov, March, and June) by use of AIMSwebweb universal screening Additional data collected using Fountas and Pinnell and Kindergarten Porfolio will indicate growth and areas of individual concern Lap/Title support regarding protocols and administration of assessments as needed. Activity 3: Provide Mini Swats rotating through the grade levels each week to discuss AIMSweb Web data and provide interventions based on the RTI Model for targeted students (TIER 2 and TIer 3) All Teachers School Counselor Principal School Psychologist LAP/Title 1 teacher Rotating grade levels every 4 weeks beginning with Kindergarten first week of October 2015 Progress monitoring using Aimesweb diagnostic testing will show growth for all targeted students toward end of year goal that closes student achievement gap. AIMSweb web training for all staff

11 1. Identify struggling students in need of intervention. 2. Place students within the RTI Model. 3. Plan interventions based on needs of the students.tier 2 4. Monitor student progress to determine response to intervention. 5. Adjust interventions as needed (TIER 2 or 3) 6. Utilize Community in School Coordinator to assist struggling students in reading. (TIER 1) Additionally as needed: Occupational Therapist, Speech Therapist, Nurse and other stakeholders Strategy 3: Staff will provide opportunities for parents to learn about reading instruction and ways to help their students with reading. Action Steps Who is Responsible Target Date or Timeline Evidence of Effectiveness Professional Dev. & Support Activity 1: Provide a literacy night 1. Hand out books to encourage reading. 2. Provide ideas and activities that support at home learning. Reading/Writing Committee for planning All Teachers After Ours Budget and Lap/Title I Parent Involvement Budget ELA Night December 9, 2015 Track attendance and calculate percentage of students and families attending with a goal of 60% of students attending. Dinner for Literacy Night: $ Activity 2: Provide monthly reading newsletters 1. Align newsletter topics with current classroom and Reading Room instruction. Lap/Title I Teacher Lap/Title I Parent Involvement Budget On Going Monthly 80% of the surveys returned will reflect the successful use of the ideas and activities provided in the monthly newsletters and the webpage. Activity 3: Report Lap/Title 1 news Lap/Title I On Going Monthly

12 at each PTA General meeting 1. Each meeting to have a Principal, Lap/Title 1and or teacher report ready for presentation Teacher/Principal Activity 4: Provide reading material for children to take home to read with parents through Reading is Fun book give away 2 times per year. 1. Inventory and order books. 2. Choose themes and plan Reading is Fun day activities. All Teachers Betty McCord/Robin Roe Lap/Title I and Resource Teachers October 2015 March 2016 Activity 5: Provide Enrichment Activities and Information for families regarding reading 1. Distribute summer reading calendars, library information, reading websites, etc. 2. Work with teachers to target students not meeting benchmarks to ensure they receive enrichment activities and information for struggling students share with families 3. Provide enrichment activities and information for struggling students at family nights, conferences and Lap/Title 1 Orientation meeting, After Ours Funds District Lap/Title Funds October and March Conferences ELA Night December 9, 2015 STEM Night March 9, 2016 PTA Meetings first Wednesday of each month Lap/Title Orientation Meeting October 7, 2015 Positive responses regarding Title 1 program support and information as evidenced by Spring surveys. Track attendance and calculate percentage of students and families attending with a goal of 60% of students attending. Dinner for Literacy Night: $ PTA $ for raffle prizes or materials needed for crafts Parent sign in sheet

13 PTA meetings

14 Peninsula School District School Improvement Worksheet Smart Goal Worksheet School: Evergreen Elementary Team: Writing Committee Leader: Jodi McDougall District Goal: The primary focus of our work is for all students to meet or exceed rigorous standards. All students are challenged to perform at their highest level and will show continuous improvement. Strategies: Deliver an articulated K-12 core curriculum that is aligned with standards and taught with fidelity; Utilize assessment data that measures progress and informs instructional decisions; Provide additional instructional support for every student falling below achievement expectations; align resources for classroom support, professional development and evidence based teaching strategies. Measures: Improvement in individual scores in reading, writing, math, and science as indicated by district and state assessments; Increased numbers of students moving up in level of achievement; Increased enrollment and success in AP and advanced courses and exams; Increased numbers of students prepared for success in the workplace, post-secondary education, and civic responsibilities; Increased number of ninth graders on track to graduate. SMART Goals: By June 2016, most students will see at least adequate student growth in writing as measured from triangulated assessment tools, using rubrics based on Common Core Standards By June 2016, Evergreen s Average Growth Percentile (AGP) will be equal to or greater than the State AGP as measured by the ELA SBA. Rationale: Students will be getting the time needed to learn and practice the skills taught during the Guided Writing Lessons/Workshops Monitoring student progress allows teachers to provide interventions for struggling students and drive instruction for all students. Parent involvement in their child s education is critical. ` version 1.1 1

15 Peninsula School District School Improvement Worksheet Strategy 1 :Implement a balanced writing program to include instruction in genres of writing, Development/Elaboration and Organization/Purpose and Conventions. Teachers will spend 30 to 60 minutes on writing instruction each day, using current best practices and Reading Wonders Curriculum Action Steps Who is Responsible Target Date or Timeline Evidence of Effectiveness Professional Dev. & Support Action 1: TIER 1 Continue using Reading Wonders curriculum as part of the core instruction using supplemental materials based on the needs of the students. (i.e. other resources, including Benchmark Writers Workshop, and Step Up to Writing) TASK: Use Reading Wonders writing materials, along with grade level writing rubrics, written response to reading and informal classroom assessments to determine adequate growth at each grade level. Integrate and embed writing standards across curricular areas whenever possible TIER 1, 2 and 3: Action 2: Use a variety of best practices in writing instruction. provide large blocks of time to build stamina as developmentally appropriate use of 6 traits/ VOICES Menu Conventions Must-Haves for each grade level Narrative/Informational/Opinion or version 1.1 All Staff - Common Core Standards All Staff - Professional library - peer mentoring - common planning - research articles on Best Practices Throughout school year Throughout school year Using Reading Wonders assessments, rubrics and CCSS writing standards, students will make adequate growth as determined by grade level rubrics by June, Using CCSS writing standards, students will make adequate grade level progress by June, Next Steps and student writing focus will be determined by staff discussion and writing Use of Data Teams during Collaboration Wednesdays to monitor student growth. Grade level Data Teams to discuss rubrics, standards, next steps, student work 2

16 TASK: Persuasive genre writing Integrate and embed writing standards across curricular areas whenever possible Include rubrics for Pre and Post Tasks Alternative Formative assessments Reading Wonders Writing Unit Assessments Peninsula School District School Improvement Worksheet data. Artifacts will include ongoing writing samples to show growth on a writing continuum of CCSS standards Strategy 2:Teachers will monitor student progress by administering formative assessments, and providing opportunities to inform instruction in the areas of Conventions, Development/Elaboration and Organization/Purpose. Action Steps Who is Responsible Target Date or Timeline Evidence of Effectiveness Professional Dev. & Support version 1.1 3

17 TIER 1 Action 1: Teachers will use formative assessments to inform instruction Use Reading Wonders writing tasks for all grade levels that align with Common Core Standards. -Use Reading Wonders response to reading assessments regularly Administer grade level writing tasks Teachers will work together in grade level teams to score writing tasks using the Reading Wonders writing rubrics We also have Interim Assessments for Grades 3-5 online. * Use peer editors Peninsula School District School Improvement Worksheet All Staff Evergreen Assessment Calendar Data due: at the end of each Trimester Using a district-wide Common Core-based Reading Wonders assessments and writing rubric, most students will meet grade level standard by June, Embedded within Writing Activities Data will be placed in Homeroom Teachers will work together during Collaboration Wednesdays to analyze data to inform instruction District will provide professional development throughout the year through Reading Wonders curriculum Teachers who are trained will come back to train the rest of the teachers. TIER 2 AND 3 Action 2: Identify struggling students through on-going formative assessments. Teacher will use the assessment data to identify struggling students during the year. Teachers will place All Staff Input data to Homeroom that is required by the district Using Data Teams, teachers will provide Tier 2 and 3 interventions for identified students Embedded within Writing Activities TBD by district focus version 1.1 4

18 struggling students in Tier 2 or 3 intervention model Peninsula School District School Improvement Worksheet Activity 3: TIER 2 AND 3 Teachers will provide interventions through the use of the RTI model. *Teachers will use ELA (CCSS) standards Teachers will use SBA Common Writing Elements document?? Teachers will use Step-Up-to Writing as a supplement Teachers will use small group instruction to focus on identified needs Teachers will use one-on-one conferencing to address students individual needs All Staff Reading Wonders Curriculum Individual conferencing model Data due: At the end of each trimester Using Reading Wonders Common Core-based assessments and writing rubric, most students will meet grade level standard by June, Embedded within Writing Activities Strategy 3 :Celebrate Writing Progress at Evergreen Action Steps Who is Responsible Target Date or Timeline Evidence of Effectiveness Professional Dev. & Support version 1.1 5

19 Action 1: Literacy Night Action 2: Author s / Celebration Day? Teachers will ensure that each student has writing to share Afternoon activity? Check out local authors as possible guest? Cross grade level sharing groups Order food Advertise through the newsletter and school website. Contact the newspaper for PR Peninsula School District School Improvement Worksheet Writing Committee will work in collaboration with the Reading Committee to plan, prepare and implement Literacy Night at Evergreen. Food Costs What budget? December 9, :30-7:00 pm Track attendance and calculate percentage of students and families attending with a goal of 60% of students attending $ for dinner version 1.1 6