Implementation and Impact Check September 2010 ACTION COMPONENT Reading Approved/Reviewed by SBDM: October 13, 2010 Priority Need According to 2009 NCLB data 21.71% of all students scored below proficient in Reading. According to 2009 NCLB data 22.73% of students receiving free and reduced lunch scored below proficient in Reading. Causes and/or Contributing Factors 1 Students lack exposure to rich vocabulary and enriching experiences which creates deficits in background knowledge 2 Problems with comprehension 3 Limited time spent doing independent reading 4 Student s with disabilities need test taking strategies 5 Students are having difficulty completing open response with adequate explanations SMART Goal(s) 73.64% of all students including the subgroups, students with disabilities and students approved for free/reduced lunch, will score Proficient or higher in Reading as measured by the 2010 NCLB AYP Report
Implementation and Impact Check September 2010 ACTION COMPONENT Reading _ Last Update/Review October 13, 2010 SMART Goal 73.64% of all students including the subgroups, students with disabilities and students approved for free/reduced lunch, will score Proficient or higher in Reading as measured by the 2009 NCLB AYP Report 1,2 Blue Jay room to operate from 7:30-8:15 for students to work on assignments and study for tests. Computer lab will also be used for students to work on COMPASS learning paths. Log of students attending Blue Jay room Students will receive support and assistance in completing assigned homework. Denise Williams Nov ongoing To date, an average of 21 targeted students attend the Blue Jay Room per week. Percent of students scoring P/D on Reading PAS increased from 59% on Test P to 67% on Test A. P/D % increased from 62..60 to 67.97% Reported to Council:
ACTION COMPONENT Reading _ Last Update/Review October 13, 2010 SMART Goal 73.64% of all students including the subgroups, students with disabilities and students approved for free/reduced lunch, will score Proficient or higher in Reading as measured by the 2009 NCLB AYP Report 1 Core content being taught clearly communicated to parents in a timely manner for review at home by means of one of the following: o Shared lesson plan o Weekly newsletter o Daily learning check completed lesson plans, newsletters, and learning checks Student achievement will increase as parents become more aware of specific expectations and encourage/review content with students at home. Nov ongoing All of the above methods are being used to communicate with parents. Parents are made aware of expectations for student learning. Reported to Council:
ACTION COMPONENT Reading _ Last Update/Review October 13, 2010 SMART Goal 73.64% of all students including the subgroups, students with disabilities and students approved for free/reduced lunch, will score Proficient or higher in Reading as measured by the 2009 NCLB AYP Report 3,2 Teachers will focus, reflect, refine the Literacy First Instructional Process using supplemental Literacy First materials. Lesson Plans. Agendas from grade level and faculty meetings. Materials check out sheet. Increase in students performance in reading comprehension. Oct May 2009 Revisit Literacy First goals and strategies. $6000.00 Materials check out sheets indicate use by classroom teachers as well as tutors. Literacy First On Grade Level Summary indicates the following: Phonemic Awareness Kindergarten-55% have met mid-year benchmarks and 61% have already met end-of-year benchmarks. 1 st grade-74% have met mid-year benchmarks and 79% have already met end-of-year benchmarks. 2 nd grade-51% have met mid-year benchmarks and 51% have already met end-of-year benchmarks. 3 rd grade-78% have met mid-year benchmarks and 78% have already met end-of-year benchmarks. Phonics Kindergarten-63% have met mid-year benchmarks and 76% have already met end-of-year benchmarks 1 st grade- 94% have met mid-year benchmarks and 76% have already met end-of-year benchmarks 2 nd grade-40% have met mid-year benchmarks and 30% have already met end-of-year benchmarks. 3 rd grade- 58% have met mid-year benchmarks and 58% have already met end-of-year benchmarks. Reported to Council:
ACTION COMPONENT Reading Last Update/Review October 13, 2010 SMART Goal 73.64% of all students including the subgroups, students with disabilities and students approved for free/reduced lunch, will score Proficient or higher in Reading as measured by the 2009 NCLB AYP Report 6 Do/What organizer used K-4. Use Coach books for open response practice. 5 th Grade will continue 4 column organizer. Student work samples; classroom posters Students should be able to produce clear, well organized answers to Open Response Questions. Nov ongoing Curriculum coach will model use of Do/What organizer. Do/What organizer is used at all grade levels (except 5 th ). Reported to Council:
ACTION COMPONENT Reading _ Last Update/Review October 13, 2010 SMART Goal 73.64% of all students including the subgroups, students with disabilities and students approved for free/reduced lunch, will score Proficient or higher in Reading as measured by the 2009 NCLB AYP Report 5 Laurel County Intervention System will be implemented to target at-risk students with research based strategies and monitor their progress. LCIS data forms and associated progress monitoring forms. Increase in percentage of students scoring Proficient and Distinguished in Reading according to NCLB data and CATS. Sept ongoing Additional professional development in implementation of interventions and progress monitoring. $13,000.00 (ESS tutors to provide interventions) Implementation and Impact Data: I* X PI* NI* Teachers need more training with using CBMs and progress monitoring in order to fully implement this system. This process will be ongoing Reported to Council: Continue Provide teachers with additional training and tools for using CBMs for progress monitoring.
ACTION COMPONENT Reading _ Last Update/Review October 13, 2010 SMART Goal 73.64% of all students including the subgroups, students with disabilities and students approved for free/reduced lunch, will score Proficient or higher in Reading as measured by the 2009 NCLB AYP Report 2 Vertical planning team will be established and meet monthly to facilitate: 1. use of consistent core vocabulary from K-5 2. comprehension skills and strategies Agendas of vertical team meeting Students will internalize a common core vocabulary, aiding acquisition of new skills and concepts as students transition from grade to grade Nov Ongoing Vertical planning team has met and shared common vocabulary. Regular meeting dates have been established. Reported to Council:
ACTION COMPONENT Math Priority Need Approved/Reviewed by SBDM: October 13, 2010 Causes and/or Contributing Factors According to 2009 NCLB data 27.13% of all students scored below proficient in Math. According to 2009 NCLB data % of students with disabilities scored below proficient in Math. According to 2009 NCLB data 29.55% of students receiving free/reduced lunch scored below proficient in Math. Based on parent teacher conferences, assessment data, walk throughs and faculty meeting discussions the following are factors contributing to low student performance. 1 Mathematics content not reinforced outside of school; students entering school with limited knowledge of or experience with mathematics concepts. 2 Problems with comprehension and application of math skills (understanding word problems, content vocabulary and OER questions) 3 Deficits in basic Math fact mastery and computational fluency. 4 Students with disabilities need test taking strategies 5 Students are having difficulty adequately explaining their work in open response questions. SMART Goal(s) 61.23% of all students including the subgroups, students with disabilities and students approved for free/reduced lunch, will score Proficient or higher in Math as measured by the 2009 NCLB AYP Report.
ACTION COMPONENT Math Last Update/Review October 13, 2010 SMART Goal 61.23% of all students including the subgroups, students with disabilities and students approved for free/reduced lunch, will score Proficient or higher in Math as measured by the 2009 NCLB AYP Report. 1, 2, 3 Teachers will administer daily flashbacks to provide constant review of previous math content. Flashbacks will be monitored by lesson plans and record of students scores. Retention of skills will increase. Joe Floyd Dec. 1, 20 Ongoing Leslie Robertson flashbacks strategy PD $600.00 stipends Denise Williams Implementation and Impact Data: I* X PI* NI* Primary (K-2) teachers have not developed Math flashbacks. Saxon Math provides continuous review in a spiraling curriculum.. P/D % for Math increased from 60.31 to 68.75 Reported to Council: Continue Curriculum Coach should work with 3 rd grade to develop Math flashbacks.
ACTION COMPONENT Math Last Update/Review October 13, 2010 SMART Goal 61.23% of all students including the subgroups, students with disabilities and students approved for free/reduced lunch, will score Proficient or higher in Math as measured by the 2009 NCLB AYP Report. 1, 2, 3 ESS tutor will be assigned to target RTI/at-risk students in grades K-5. ESS logs Increase in percentage of at risk students performing at proficient level in Math. Oct 20 Ongoing $25.00/per hour for ESS tutors Trend shows reduction in novice toward apprentice Reported to Council:
ACTION COMPONENT Math Last Update/Review October 13, 2010 SMART Goal 61.23% of all students including the subgroups, students with disabilities and students approved for free/reduced lunch, will score Proficient or higher in Math as measured by the 2009 NCLB AYP Report. 1, 2, 3 Compass learning path will be developed for all students. COMPASS data Deficits in students Math skills and content knowledge will be reduced or eliminated. Denise Williams / Louise White Aug. May 2009 All students are currently using Compass and have individualized learning paths. (No Math pre-test for K.) P/D % for Math increased from 60.31 to 68.75 Reported to Council:
ACTION COMPONENT Math Last Update/Review October 13, 2010 SMART Goal 61.23% of all students including the subgroups, students with disabilities and students approved for free/reduced lunch, will score Proficient or higher in Math as measured by the 2009 NCLB AYP Report. 1, 2, 5 Vertical planning team will be established to facilitate the use of consistent core Mathematics vocabulary from K-5. Agendas of vertical team meeting. Students will internalize a common core vocabulary, aiding acquisition of new skills and concepts as students transition from grade to grade. Dec. May 2009 Vertical planning team has met and shared common vocabulary. Regular meeting dates have been established. Reported to Council:
Implementation and Impact Check March 2010 ACTION COMPONENT Math _ Last Update/Review October 13, 2010 SMART Goal 61.23% of all students including the subgroups, students with disabilities and students approved for free/reduced lunch, will score Proficient or higher in Math as measured by the 2009 NCLB AYP Report. 5 Laurel County Intervention System will be implemented to target at-risk K-5 students with research based interventions and monitor progress. LCIS data forms and associated progress monitoring forms. Increase in percentage of students scoring Proficient and Distinguished in Math according to NCLB data and CATS. Sept ongoing Additional professional development in implementation of interventions and progress monitoring. Implementation and Impact Data: I* X PI* NI* Teachers need more training with using CBMs and progress monitoring in order to fully implement this system. Reported to Council: