CONTENT MASTERY Percent of students scoring at Meets or Exceeds in ELA (required participation rate 95) -Utilize Marzano s Classroom Instruction that Works (RBIS) and Building Background Knowledge for Academic Achievement (BBK) to create effective lesson plans. -Infuse high-quality writing and reading across the curriculum strategies. -Provide high-quality, specific, relevant teacher commentary for students on writing tasks. -Provide opportunities for students to revise writing as needed. -Provide exemplars during instructional process. -Analyze student writing tasks during PLC meetings. -Identify students weaknesses in writing tasks and develop action plans to target writing instruction addressing students weaknesses. -Integrate the student use of technology in classroom lessons. -Utilize Museum Box website to integrate Social Studies and Science standards in ELA. -Utilize the Learning-Focused School planning framework to develop lesson plans. -Adjust instruction based on assessment results. -Utilize planning time(s) to collaborate with grade and content-specific colleagues. -Identify a time for school-based professional learning communities to meet. -Develop engaging lesson plans aligned to curriculum maps. - Utilize Traits of Writing curriculum -Identify what students should know, understand, and do. -Analyze data from benchmarks and common assessments to determine strengths and opportunities for development. --Include higher order thinking skills and RBIS throughout lessons. -Implement consistent interventions and monitor progress with integrity and fidelity. -Participate in professional learning addressing RBIS led by Dr. Dan Mulligan. -Model utilization of RBIS using teacher leaders who have been identified as instructional leaders. -Identify critical academic vocabulary and use Marzano s 6 step process for teaching academic vocabulary. -Utilize instructional coach to demonstrate RBIS. -Utilize instructional focus period to provide remediation and enrichment daily. -Utilize Code switching -Utilize the Daily 5 management system to build reading and writing stamina, along with CAFÉ to emphasize focus lessons developed from NCSS unit maps (mentor text). -Utilize Daily Oral Language -Utilize Common Core Coach books to help students Meet/Exceed GA Milestones -Language Arts Vertical planning to provide cross-grade level support in writing and grammar. -Continue to create and revise common assessments in Language Arts. -Develop thinking maps for each writing genre. --Co-teacher Professional Development with consultant -Implement and monitor Common Core Curriculum by conducting classroom walk-throughs and analyzing data to give specific and relevant feedback to instructional staff. -Utilize Phonics Kits and Phonemic Awareness Kits (K-3) 88.6 70 Gen. Ed. SPED Supplemental Instructional Coaches Administrators Media Specialist Counselor -Conduct and Analyze Common Assessments -Pre and Post Tests -Check for Mastery -Thinkgate/GoFar -GA Milestones -Writing Portfolios -ELA Lesson Plans showing integrated use of RBI s, DVI, BBK. -In House Writing Benchmarks -ELA Grades -Data Room -Focus Walk Data
-Review the Common Core GPS to identify and understand the level of rigor in each standard Percent of students scoring at Meets or Exceeds in ELA (GKIDS) 79.7 70 K Para Support Staff Reading Instructional Coach Reading A-Z Small group instruction Phonics program Brainpopjr.com Starfall.com SLO GKIDS Percent of students scoring at Meets or Exceeds in reading (required participation rate 95) -Utilize Marzano s Classroom Instruction that Works (RBIS) and Building Background Knowledge for Academic Achievement (BBK) to create effective lesson plans. -Infuse high-quality writing and reading across the curriculum strategies. -Provide high-quality, specific, relevant teacher commentary for students during reading conferences. -Provide exemplars during instructional process. -Integrate the student use of technology in classroom lessons. -Utilize the Learning-Focused School planning framework to develop lesson plans. -Adjust instruction based on assessment results. -Utilize planning time(s) to collaborate with grade and content-specific colleagues. -Identify a time for school-based professional learning communities to meet. -Develop engaging lesson plans aligned to curriculum maps. -Utilizing Reading Eggs and Alphabet Charts to develop phonemic awareness. -Utilize Reading A-Z to enhance student comprehension -Utilize Phonics Kit and Phonemic Awareness Kits (Grades K-3) -Identify what students should know, understand, and do. -Analyze data from benchmarks and common assessments to determine strengths and opportunities for development. -Implement and monitor Common Core Curriculum by conducting classroom walk-throughs and analyzing data to give specific and relevant feedback to instructional staff. -Review the Common Core GPS to identify and understand the level of rigor in each standard. -Include higher order thinking skills and RBIS throughout lessons. -Implement consistent interventions and monitor progress with integrity and fidelity. -Utilize Eye Lighters to develop reading fluency. 93 70 Gen. Ed. SPED Supplemental Instructional Coaches Administrators Media Specialist Counselor -GA Milestones -Reading Lesson Plans with show integrated use of RBI, DVI, BBK, and differentiated skill group instruction -Conferencing Notebooks -STAR Report -AR Reports -Monthly Reading s -Next Steps Guided Reading Assessment -Yopp Singer Assessment -Phonics Inventory -High Frequency Word Inventory -Data Room -Focus Walk Data -Resource Scheduler
-Participate in professional learning addressing RBIS led by Dr. Dan Mulligan. -Model utilization of RBIS using teacher leaders who have been identified as instructional leaders. -Identify critical academic vocabulary and use Marzano s 6 step process for teaching academic vocabulary. -Utilize instructional coach to demonstrate RBIS. -Utilize instructional focus period to provide remediation and enrichment daily. -Practice close reading techniques. -Utilize Code switching -Utilize the Daily 5 management system to build reading and writing stamina, along with CAFÉ to emphasize focus lessons developed from NCSS unit maps. -Use Reading Logs / AR Tests to set reading goals for each student. -Use Individual Reading Baskets for students to house good fit books. - Use planning/collaboration meetings with Media Specialist to develop research skill projects in each grade based on Common Core/ Frameworks, CRCT Content s, Content Descriptors, and CRCT Study Guides. -Utilize Common Core Coach books to help students increase achievement on the GA Milestones -Inventory need for research materials for classroom use to include thesaurus, dictionaries, almanacs, etc. Update research software in computer labs. - Use the Battelle Developmental Inventory Kit to correctly identify strengths & weaknesses in SWD students as they enter PreK & K. Appropriate assessment leads to appropriate instruction. -Utilize technology (ipads, ipad carts, Laptops, Netbooks, tablets) to enhance reading skills and comprehension (ipad apps for Reading A-Z, Reading Eggs, etc.) -Collaborate with Media Specialist to enhance reference and research skills. -Reading/ELA Vertical planning to provide cross-grade level support in Reading. -Continue to create and revise common assessments in Reading. - Administer Reading Interest Surveys to students to identify reading interests Percent of students scoring at Meets or Exceeds in reading (GKIDS) 80.7 70 K Para Support Staff Reading Instructional Coach Reading A-Z Small group instruction Phonics program Brainpopjr.com Starfall.com --Co-teacher Professional Development with consultant SLO GKIDS
Percent of students scoring at Meets or Exceeds in mathematics (required participation rate 95) 2014-2015 SCHOOL IMPROVEMENT: MIDDLE RIDGE ELEMENTARY SCHOOL -Utilize Marzano s Classroom Instruction that Works (RBIS) and Building Background Knowledge for Academic Achievement (BBK) to create effective lesson plans. -Infuse high-quality writing and reading across the curriculum strategies. -Provide high-quality, specific, relevant teacher commentary for students on concrete-representational-abstract (CRA) math tasks. -Provide exemplars during instructional process. -Analyze student math tasks during PLC meetings. -Integrate student use of technology in classroom lessons. -Utilize the Learning-Focused School planning framework to develop lesson plans. -Adjust instruction based on assessment results. -Utilize planning time(s) to collaborate with grade and content-specific colleagues. -Identify a time for school-based professional learning communities to meet. -Develop engaging lesson plans aligned to curriculum maps. -Identify what students should know, understand, and do. -Analyze data from benchmarks and common assessments to determine strengths and opportunities for development. -Implement and monitor Common Core Curriculum by conducting classroom walk-throughs and analyzing data to give specific and relevant feedback to instructional staff. -Review the Common Core GPS to identify and understand the level of rigor in each standard. -Implement consistent interventions and monitor progress with integrity and fidelity. -Participate in professional learning addressing RBIS led by Dr. Dan Mulligan. -Model utilization of RBIS using teacher leaders who have been identified as instructional leaders. -Identify critical academic vocabulary and use Marzano s 6 step process for 75.6 70 Gen. Ed. SPED Supplemental Instructional Coaches Administrators Media Specialist Counselor Paraprofessionals and Support Staff -Georgia Milestones -Math lesson plans with show integrated use of RBIS, DVI, & BBK -STAR Report -Focus Walk Data -Conduct and Analyze Common Assessments -Pre and Post Tests -ThinkGate/ Go Far
teaching academic vocabulary. -Utilize instructional coach to demonstrate RBIS, especially CRA lessons. -Utilize Instructional Focus Period to provide remediation and enrichment daily. -Utilize EnVision Math Curriculum for remediation and extension. -Utilize Moby Max for Instructional Interventions. -Utilize Mathematics Interactive Notebooks -Utilize Common Core Coach books to help students increase achievement on the Georgia Milestones and master the math CCGPS. - will be provided the opportunity to observe colleagues during instructional times within and across grade levels. -Equip K-5 teachers with early numeracy skills through Professional Development. -Utilizing ETA Cuisenaire Center Stage Math manipulatives, graph paper, foam ten frames, 3D shapes, full sized rekenreks, and base ten sets to enhance instruction (CRA model). -Initiate the 21 st Century After School Program for targeted students. -Utilize portable classroom labs (ipad, netbook, laptop) to supplement math instruction using ipad apps, ALEKS Quick Tables, Moby Max and EnVision Math. Percent of students scoring at Meets or Exceeds in science (required participation rate 95) -Utilize Marzano s Classroom Instruction that Works (RBIS) and Building Background Knowledge for Academic Achievement (BBK) to create effective lesson plans. -Infuse high-quality writing and reading across the curriculum strategies. -Provide high-quality, specific, relevant teacher commentary for students on writing tasks. -Provide exemplars during instructional process. -Integrate the student use of technology in classroom lessons. 74.6 70 -CRCT -Science Grades -Data Room -Reading/ELA Plans with Science Integration Gen. Ed. SPED Supplemental Instructional Coaches Administrators Media Specialist Counselor
-Utilize the Learning-Focused School planning framework to develop lesson plans. -Adjust instruction based on assessment results. -Utilize planning time(s) to collaborate with grade and content-specific colleagues. -Identify a time for school-based professional learning communities to meet. -Develop engaging lesson plans aligned to curriculum maps. -Identify what students should know, understand, and do. -Analyze data from benchmarks and common assessments to determine strengths and opportunities for development. -Implement and monitor Common Core Curriculum by conducting classroom walk-throughs and analyzing data to give specific and relevant feedback to instructional staff. -Include higher order thinking skills and RBIS throughout lessons. -Identify critical academic vocabulary and use Marzano s 6 step process for teaching academic vocabulary. -Utilize instructional coach to demonstrate RBIS. -Use of Science Interactive Notebooks -Use of Discovery Education -Use of Science Weekly for informational text integration -Use of leveled Guided Readers for STEM Lab -Use of Science Equipment (Inquiries, Labs, Measurement tools) and Math Manipulatives for STEM - Use planning/collaboration meetings with Media Specialist to develop research skill projects in each grade based on Common Core/ Frameworks, CRCT Content s, Content Descriptors, and CRCT Study Guides. -Grade levels will develop read for information materials to include newspapers, recipes, magazines, leap pads, etc... -Provide virtual field trips and use Skype Mobile Unit/Speakers to enhance scientific background knowledge. -Utilize Galileo articles in reading instruction. -Co-teacher Professional Development with consultant -Focus Walks -Interactive Notebooks -Conduct and Analyze Common Assessments -Pre and Post Tests -Check for Mastery -Unit Assessments
Percent of students scoring at Meets or Exceeds in social studies (required participation rate 95) -Utilize Marzano s Classroom Instruction that Works (RBIS) and Building Background Knowledge for Academic Achievement (BBK) to create effective lesson plans. -Infuse high-quality writing and reading across the curriculum strategies. -Provide high-quality, specific, relevant teacher commentary for students on writing tasks. -Provide exemplars during instructional process. -Integrate the student use of technology in classroom lessons. -Utilize the Learning-Focused School planning framework to develop lesson plans. -Adjust instruction based on assessment results. -Utilize planning time(s) to collaborate with grade and content-specific colleagues. -Identify a time for school-based professional learning communities to meet. -Develop engaging lesson plans aligned to curriculum maps. -Identify what students should know, understand, and do. -Analyze data from benchmarks and common assessments to determine strengths and opportunities for development. -Implement and monitor Common Core Curriculum by conducting classroom walk-throughs and analyzing data to give specific and relevant feedback to instructional staff. -Include higher order thinking skills and RBIS throughout lessons. -Identify critical academic vocabulary and use Marzano s 6 step process for teaching academic vocabulary. -Utilize instructional coach to demonstrate RBIS. -Use of Social Studies Interactive Notebooks -Use of Georgia Social Studies Weekly - Use planning/collaboration meetings with Media Specialist to develop research skill projects in each grade based on Common Core/ Frameworks, CRCT Content s, Content Descriptors, and CRCT Study Guides. 79.6 70 -CRCT -Social Studies Grades -Data Room -SS/Reading Integration in Lesson Plans -Focus Walks -Conduct and Analyze Common Assessments -Pre and Post Tests -Check for Mastery -Unit Assessments Gen. Ed. SPED Supplemental Instructional Coaches Administrators Media Specialist Counselor
-Co-teacher Professional Development with consultant POST ELEMENTARY SCHOOL READINESS Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs Percentage of Students in each Performance Band as measured by the 2014 ACCESS for ELLs in grades K-5. Perf. Band Students I 20 II 32 III 20 IV 4 V 8 VI 8 VII 4 VIII 4 IX 0 -Use of the WIDA ELP Standards in Language Arts and Mathematics -Follow Marzano s 6 Steps for vocabulary instruction -Present information in in a variety of formats. -Build and activate background knowledge -Use of Leveled Reading Books -Use Problem Solving Procedures for Problem Solving 75 of students will move in a positive direction from one cohort performance band to another annually as measured by ACCESS for ELLs. Perf. Band= Performance Band CPL=Composite Proficiency Level Perf. Point. Rang.= Performance Point Range Perf. Band CPL Perf. Point Rang. I 1.0-2.2 1.3 II 2.3-3.3 1.1 III 3.4-3.9 0.6 IV 4.0-4.3 0.4 V 4.4-4.6 0.3 VI 4.7-4.9 0.3 VII 5.0-5.2 0.3 VIII 5.3-5.5 0.3 IX 5.6+ NA ACCESS test Scores ELL Teacher Classroom Teacher Percent of Students With Disabilities served in general education environments greater than 80 of the school day 79.8 70 Co-teachers, Regular-Ed, SpED Co-Contacts
-Collaborate using data during IEP s to determine the least restrictive environment. -Utilize common planning time to review data to determine if students are ready to move to a less restrictive environment. -Progress Monitoring of IEP goals -Review of IEP goal objective mastery -Utilize data during IEP meetings to determine student least restrictive environment with IEP team Class Environment Calculator Infinite Campus Logs Percent of students scoring at Meets or Exceeds on the Grade Five Writing Assessment (required participation rate 95) 83 70 Classroom Instructional Coach Administration -Use of Daily 5 Writing and student conferencing daily. -Identify thinking maps and/or graphic organizers to use with each writing genre. -Infuse high-quality writing and reading across the curriculum strategies. -Provide high-quality, specific, relevant teacher commentary for students on writing tasks. -Provide opportunities for students to revise writing as needed. -Provide exemplars during instructional process. -Analyze student writing tasks during PLC meetings. -Identify students weaknesses in writing tasks and develop action plans to target writing instruction addressing students weaknesses. -Use rubrics in combination with writing conferences to give feedback. - Conduct a bi-monthly MOCK 5 th grade Writing test to give students the experience & feedback associated with the writing test. Georgia s 5 th Grade Writing Test Writing Portfolios ELA Lesson Plans showing integrated use of RBI, BBK, DVI, & Grammar, Mechanics, and Usage Instruction
Classroom Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650 51 70 Instructional Coach Administration -Utilize Accelerated Reader to set goals using the students Zone of Proximal Development and monitor student s progress toward their Lexile goal. -Set goals during independent conferences with students. -Use of Daily 5 Read to Self to build reading stamina. -Utilize STAR data to covert scores to ATOS, followed by Lexile. -CRCT -Reading Lesson Plans -STAR Reports -Continued use of the Renaissance Learning Program to screen and monitor STAR students while increasing literacy skills for all students with wide reading. -Utilize technology (ipads, laptops, netbooks, etc.) to enhance reading skills and comprehension (apps, Reading A-Z, Reading Eggs) -Benchmark Scores -Focus Walk Data Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850 51 70 Classroom Instructional Coach Administration -Utilize Accelerated Reader to set goals using the students Zone of Proximal Development and monitor student s progress toward their Lexile goal. -Set goals during independent conferences with students. -Use of Daily 5 Read to Self to build reading stamina. -Continued use of the Renaissance Learning Program to screen and monitor STAR students while increasing literacy skills for all students with wide reading. -Utilize STAR data to covert scores to ATOS, followed by Lexile. -CRCT -Reading Lesson Plans -STAR Reports -Benchmark Scores -Focus Walk Data
-Utilize technology (ipads, laptops, netbooks, etc.) to enhance reading skills and comprehension (apps, Reading A-Z, Reading Eggs) Percent of students in grades 1-5 completed the identified number of grade specific career awareness lessons aligned to Georgia s 17 Career Clusters 97 100 School Counselor -Utilize guidance counselor to plan and implement grade specific career awareness lessons aligned to Georgia s 17 Career Clusters. -Implement a Career-Day for K-5 students. Infinite Campus, Student Portfolios Student Attendance Rate () 95 98 Assistant Principal, Classroom -Monitor attendance bi-weekly and call families who have excessive tardies/absences Infinite Campus, Student Portfolios -Distribute incentives for excellent attendance. PREDICTOR FOR HIGH SCHOOL GRADUATION Percent of students in Grade five passing at least 4 courses in core content areas (ELA, mathematics, science, social studies) and passing the CRCT. 75 70 Administrators,, Students, and Parents Works (RBIS) and Building Background Knowledge for Academic Infinite Campus, Report Cards
Achievement (BBK) to create effective lesson plans. -Infuse high-quality writing and reading across the curriculum strategies. -Provide high-quality, specific, relevant teacher commentary for students on writing tasks. -Provide exemplars during instructional process. -Integrate the student use of technology in classroom lessons. -Utilize the Learning-Focused School planning framework to develop lesson plans. -Adjust instruction based on assessment results. -Utilize planning time(s) to collaborate with grade and content-specific colleagues. -Identify a time for school-based professional learning communities to meet. -Develop engaging lesson plans aligned to curriculum maps. -Identify what students should know, understand, and do. -Analyze data from benchmarks and common assessments to determine strengths and opportunities for development. -Implement and monitor Common Core Curriculum by conducting classroom walk-throughs and analyzing data to give specific and relevant feedback to instructional staff. -Include higher order thinking skills and RBIS throughout lessons. -Identify critical academic vocabulary and use Marzano s 6 step process for teaching academic vocabulary. Grade Reading Math Grade Reading Math 3 37 21 3 38 22 4 30 14 4 31 15 5 25 30 5 26 31 Percent of CRCT assessments scoring at the Exceeds level Administrators,, Students, and Parents -Implement Instructional Focus Period from 7:05AM-7:40AM for challenging students in the exceeds category. -Implement Instructional Focus Period from 1:35-2:05 for challenging students in the exceeds category. CRCT data Writing Assessments STAR Reports Benchmarks
EXCEEDING THE BAR Percent of students in grades 1-5 successfully completing above grade level core courses (ELA, mathematics, science, social studies) NA -Utilize Accelerated Reader to set goals using the students Zone of Proximal Development and monitor student s progress toward their Lexile goal. -Set goals during independent conferences with students. -Use of Daily 5 Read to Self to build reading stamina. -Continued use of the Renaissance Learning Program to screen and monitor STAR students while increasing literacy skills for all students with wide reading. -Utilize technology (ipads, laptops, netbooks, etc.) to enhance reading skills and comprehension (apps, Reading A-Z, Reading Eggs) -Utilize STAR data to covert scores to ATOS, followed by Lexile. -GA Milestone -Reading Lesson Plans -STAR Reports -Benchmark Scores -Focus Walk Data Percent of students successfully completing world language courses NA
Percent of students successfully completing fine arts courses 2014-2015 SCHOOL IMPROVEMENT: MIDDLE RIDGE ELEMENTARY SCHOOL 100 100 Administrators,, Students, and Parents Continue implementation of Specials courses in Art & Music. School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification NA Percent of fifth grade students with a complete career portfolio by the end of grade 5 (moves to face of CCRPI in 2016-2017) Completed at 100 during the 2013-2014 school year. 100 counselor
Use guidance sessions to introduce career clusters. Complete interest inventory. Introduce/Activate/Complete Career Portfolio. 5 th grade teachers will include research and writing with nonfiction/informational text standards. To assist with portfolio. Media Center Specialist to assist with career research. Teach students to use various formats for research. Completion identified by student portfolio containing typewritten research paper following GADOE format. Formal presentation completed and presented by student to a group of his/her peers. Percent of students in grades 1-5 with a fully documented Fitnessgram assessment Grades 1-3- @ 100 (height\weight per state requirements) Grades 4-5 - @ 100 Grades 1-3- @ 100 (height\weight per state requirements) Grades 4-5 - @ 100 PE Coach Casey Rider PE Para- Maria Wright MRES teachers Small group centers for rotations ensuring each student participates fully in all section of FitnessGram (height\ weight, sit and reach, pushups, curl-ups, PACER test) Small group instruction to students to inform of FitnessGram procedures, activities, expectations, etc. Staff training to inform on Fitness Gram procedures, implementation dates, etc. Web based documentation- report generated for each participating student https://www.fgontheweb.com/nfl/login.aspx?returnurl=2fnfl2fdefault.aspx Paper- 2 cases 1000 sheets Ink School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement: NA School or LEA-defined interventions or practices designed to facilitate a personalized climate in the school
SCHOOL SPECIFIC INDICATORS TO ADDRESS PARENT INVOLVEMENT NA Staff Administration Counselor Parent Liaison Principal s Connection Five Star Family PTO Parent Resource Center School Council Surveys Sign-in sheets (PTO meeting, Title I meetings, Conferences, Volunteering) SCHOOL SPECIFIC INDICATORS TO ADDRESS DISCIPLINE NA PBIS Committee Administration
PBIS MRE Expectation and Setting Matrix The Essential Five Mustang Bucks Voice Levels Chill, Buddy, Reflection Zones Mighty Mustangs Positive Referrals 2014-2015 SCHOOL IMPROVEMENT: MIDDLE RIDGE ELEMENTARY SCHOOL SWIS Reports Individual Teacher s Student behavior cards
SUB READING SUB ENGLISH LANGUAGE ARTS 2014-2015 SCHOOL IMPROVEMENT: MIDDLE RIDGE ELEMENTARY SCHOOL SUBGROUP ACHIEVEMENT STUDENT GROUP CURRENT STATE PERFORMANCE TARGET IF HIGHER PT ALL STUDENTS 87 94.6 70 -Utilize the Daily 5 management system to build ASIAN/PACIFIC ISLANDER 96.3 - reading and writing stamina, along with CAFÉ to emphasize focus lessons developed from NCSS BLACK 81 91.5 70 unit maps. HISPANIC 93 94 70 ALASKAN/AMERICAN 96.1 INDIAN WHITE 100 97.2 70 MULTI-RACIAL 95 96.6 70 STUDENTS WITH 80 81.6 70 DISABILITIES ENGLISH LEARNERS 85 88.6 70 ECONOMICALLY DISADVANTAGED 92.2 70 STUDENT GROUP ALL STUDENTS CURRENT STATE PERFORMANCE TARGET ASIAN/PACIFIC ISLANDER 95 96 IF HIGHER PT WHO IS RESPONSIBLE? -Utilize Code switching -Resource and co-teachers attend monthly PL sessions for ELA, Math, & Technology. -Utilize ability level texts to learn SS and Science content through integration with Reading/ELA -SPED co-teachers attend PL specific to their roles and curriculum implementation. -Collaboratively planning and mapping the structure of co-teaching and resource classes to insure no gaps in instruction -Implementing extended planning for co-teachers. 92 93 70 -Develop thinking maps and/or graphic organizers for each writing genre. BLACK 88 89.9 70 HISPANIC 92 92.1 70 ALASKAN/AMERICAN 93 93.6 70 Gen. Ed. Teacher SPED Co-Teacher Supplemental Instructional Coaches Administrators Media Specialist 2015 GA Milestone Reading/ELA Assessment Reading Lesson Plans which show integrated use of 9 RBI s, DVI, BBK, &, Guided Reading instruction, Renaissance Learn-SGP Report (STAR-Reading) Benchmark Scores Focus Walk Data WHO IS RESPONSIBLE? -Utilize the Daily 5 management system to build reading and writing stamina, along with CAFÉ to emphasize focus lessons developed from NCSS unit maps. Gen. Ed. Teacher SPED Co-Teacher Supplemental Instructional Coaches
INDIAN -Utilize Code switching Administr Writing Portfolios WHITE 95 95.7 70 MULTI-RACIAL 94 95 70 STUDENTS WITH 77 78 70 DISABILITIES ENGLISH LEARNERS 85 85.7 70 ECONOMICALLY DISADVANTAGED 90 90.1 70 -Collaboratively planning and mapping the structure of co-teaching and resource classes to insure no gaps in instruction -Resource and co-teachers attend monthly PL sessions for ELA, Math, & Technology. -Utilize ability level texts to learn SS and Science content through integration with Reading/ELA ators Media Specialist ELA Lesson Plans showing integrated use of 9 RBI s, DVI, BBK, & Grammar / Mechanics / Usage instruction, -SPED co-teachers attend PL specific to their roles and curriculum implementation. -Implementing extended planning for co-teachers Unassisted Writing Scores and ELA Grades ELA Grades Data Room Benchmark Scores Focus Walk Data SUB MATH STUDENT GROUP CURRENT STATE PERFORMANCE TARGET IF HIGHER PT ALL STUDENTS 87 88.1 70 -Implementing the Concrete-Representational- Abstract Method for teaching Mathematics. ASIAN/PACIFIC ISLANDER 95 95.1 BLACK 81 81.9 70 -Modeling thinking in mathematics and having WHO IS RESPONSIBLE? Gen. Ed. Teacher 2015 Ga. Milestone Math Scores Math Lesson
HISPANIC 87 87.8 70 students support their answers with written explanations. ALASKAN/AMERICAN 89 90 INDIAN -Emphasize critical math vocabulary using WHITE 92 92.8 70 Marzano s 6 Steps to Direct Vocabulary Instruction. MULTI-RACIAL 90 90.3 70 STUDENTS WITH 72 72.9 70 DISABILITIES ENGLISH LEARNERS 81 81.2 70 ECONOMICALLY DISADVANTAGED 83 83.5 70 -Utilize ALEKS Quick Tables for SWD -Utilize instructional coaches to provide training to SPED paraprofessionals to assist in implementation of instructional centers, thus allowing small group instruction in the co-teaching classrooms. SPED & Co-teacher Supplemental Instructional Coaches Administrators Media Specialist Plans which show integrated use of 9 RBI s, DVI, & BBK, Renaissance Learn-SGP Report (STAR- Math) Benchmark Scores Focus Walk Data PLC Plan Math Interactive Notebooks Data Room Class Profile Sheet SUB SCIENCE STUDENT GROUP CURRENT STATE PERFORMANCE TARGET IF HIGHER PT ALL STUDENTS ASIAN/PACIFIC ISLANDER 82 91 82.3 91.5 70 -Implementation of STEM lab to build background knowledge and provide a common experience to make learning relevant. BLACK 72 72.3 70 HISPANIC 79 79.7 70 -Use of Georgia Science Weekly ALASKAN/AMERICAN 86 86.1 INDIAN WHITE 90 90.4 70 MULTI-RACIAL 86 86.5 70 WHO IS RESPONSIBLE? Gen. Ed. Teacher Instructional Coaches Administrators 2015 GA Milestone Science Scores Benchmark scores Science Grades Data Room
STUDENTS WITH DISABILITIES ENGLISH LEARNERS ECONOMICALLY DISADVANTAGED 64 71 75 64.4 71 75.5 70 70 70 Plans integrating Science content Focus Walks Interactive Notebooks Science Lesson Plans showing integrated use of 9 RBI s, DVI, & BBK, in the content areas. Reading lesson plans showing Science topic integration PLC Calendar SUB SOCIAL STUDIES STUDENT GROUP CURRENT STATE PERFORMANCE TARGET IF HIGHER PT ALL STUDENTS ASIAN/PACIFIC ISLANDER 83 91 81.3 91.8 70 - Study and disaggregate Social Studies assessment and test based on subgroups and determine strengths, weaknesses, and gaps. BLACK 72 72.1 70 Implement RBI strategies for reading content HISPANIC 78 78.4 70 material with an emphasis on DVI for critical 83 83.8 vocabulary and BBK across the curriculum. ALASKAN/AMERICAN INDIAN WHITE 88 88.8 70 MULTI-RACIAL 85 85.2 70 STUDENTS WITH DISABILITIES 62 62.2 70 WHO IS RESPONSIBLE? Continue to implement District Curriculum Map and plan which utilizes KUD s, SLM s, Acquisition Lessons & Extended Thinking Lessons Continue to create and revise common Gen. Ed. Teacher Instructional Coaches Administrators 2015 Ga. Milestone Social Studies Assessement Benchmark scores Social Studies Grades Data Room Guided Reading
ENGLISH LEARNERS 69 69.5 70 assessments for Social Studies ECONOMICALLY 74 74.1 70 Utilize technology, project-based instruction, and DISADVANTAGED interactive notebooks to foster student engagement with content material. Provide Virtual Field trips and procure content specialist to speak at MRES Implement CCGPS Social Studies topics and Galileo articles into reading instructions Utilize frameworks found on georgiastandards.org in Social Studies instruction Social Studies Content Focus Walks Interactive Notebooks Social Studies Lesson Plans showing integrated use of 9 RBI s, DVI, & BBK, in the content areas. Reading lesson plans showing Social Studies topic integration PLC Calendar
DOMAIN Literary Comprehension 2014-2015 SCHOOL IMPROVEMENT: MIDDLE RIDGE ELEMENTARY SCHOOL 45 68 70 Strategies Used to Achieve Conferencing, Daily 5, CAFÉ, Graphic Organizers Person(s) 3 rd Reading Reading for Information 35 58 70 Ga. Studies Weekly, Interactive Notebooks Reading Skills and Vocabulary Acquisition 20 74 70 Direct Vocabulary Instruction, CAFE 3 rd ELA DOMAIN Grammar and Sentence Construction Research and Writing Process 60 66 70 40 74 70 Strategies Used to Achieve Mentor Text Writing, Writing across curriculum, Traits Writing Portfolio, Rubrics, Research with Media Specialist Person(s), Media Specialist DOMAIN Number and Operations 50 63 70 Strategies Used to Achieve Math & Number Talks, Subitizing Numbers, CRA model Person(s) Measurement and Data Analysis 30 60 70 Exemplar, Frameworks, real life 3 rd Math Geometry 10 71 70 Exemplar, Frameworks
Algebra 10 66 70 Exemplar, Frameworks DOMAIN Earth Science 34 54 70 Strategies Used to Achieve Interactive Texts, STEM Lab, Ga. Science Weekly Person(s) Ga. Milestone 3 rd Science Life Science 33 Physical Science 33 61 70 65 70 Interactive Texts, STEM Lab, Ga. Science Weekly Interactive Texts, STEM Lab, Ga. Science Weekly Ga. Milestone Ga. Milestone 3 rd Social Studies DOMAIN History 30 74 70 Strategies Used to Achieve Interactive Notebooks, Ga. Studies Weekly Person(s) Ga. Milestone Geography 20 69 70 Interactive Notebooks, Ga. Studies Ga. Milestone Government/Civics 30 59 70 Interactive Notebooks, Ga. Studies Ga. Milestone Economics 20 75 70 Interactive Notebooks, Ga. Studies Ga. Milestone 4 th Reading DOMAIN Literary Comprehension Information & Media Literacy 42 38 71 70 68 70 Strategies Used to Achieve Conferencing, Daily 5, CAFÉ, Graphic Organizers Ga. Studies Weekly, Interactive Notebooks Person(s) G
Reading Skills and Vocabulary Acquisition 20 72 70 Direct Vocabulary Instruction, CAFE 4 th ELA DOMAIN Grammar and Sentence Construction Research and Writing Process 50 72 70 50 63 70 Strategies Used to Achieve Person(s) Mentor Text Writing, Writing across curriculum, Traits Writing Portfolio, Rubrics, Research with Media Specialist DOMAIN Number and Operations 50 67 70 Strategies Used to Achieve Math & Number Talks, Subitizing Numbers, CRA model Person(s) Measurement and Data Analysis 24 51 70 Exemplar, Frameworks, real life Geometry 16 Exemplar, Frameworks 58 70 4 th Math Algebra 10 68 70 Exemplar, Frameworks 4 th Science DOMAIN Earth Science 40 58 70 Strategies Used to Achieve Interactive Texts, STEM Lab, Ga. Science Weekly Person(s) Ga. Milestone
Life Science 30 64 70 Interactive Texts, STEM Lab, Ga. Science Weekly Ga. Milestone Physical Science 30 68 70 Interactive Texts, STEM Lab, Ga. Science Weekly Ga. Milestone DOMAIN History 50 55 70 Strategies Used to Achieve Interactive Notebooks, Ga. Studies Weekly Person(s) Ga. Milestone 4 th Social Studies Geography 15 50 70 Interactive Notebooks, Ga. Studies Ga. Milestone Government/Civics 20 63 70 Interactive Notebooks, Ga. Studies Ga. Milestone Economics 15 66 70 Interactive Notebooks, Ga. Studies Ga. Milestone
5 th Reading 5 th ELA 5 th Grade Math 5 th Science 5 th Socia l DOMAIN Literary Comprehension Information & Media Literacy Reading Skills and Vocabulary Acquisition 20 DOMAIN Literary Comprehension Reading for Information DOMAIN Number and Operations Strategies Used to Achieve 40 66 70 Conferencing, Daily 5, CAFÉ, Graphic Organizers 40 54 70 Ga. Studies Weekly, Interactive 81 70 Notebooks Direct Vocabulary Instruction, CAFE Strategies Used to Achieve 50 74 70 Mentor Text Writing, Writing across curriculum, Traits Writing 50 69 70 Portfolio, Rubrics, Research with Media Specialist Strategies Used to Achieve 50 63 70 Math & Number Talks, Subitizing Numbers, CRA model Person(s) Person(s) Person(s) Measurement and Data Analysis 25 62 70 Exemplar, Frameworks, real life Geometry 15 63 70 Exemplar, Frameworks Algebra 10 64 70 Exemplar, Frameworks Strategies Used to Achieve Person(s) DOMAIN Earth Science 30 59 70 Interactive Texts, STEM Lab, Ga. Ga. Milestone Life Science 40 70 70 Interactive Texts, STEM Lab, Ga. Ga. Milestone Physical Science 30 71 70 Interactive Texts, STEM Lab, Ga. Ga. Milestone Strategies Used to Achieve Person(s) DOMAIN History 53 67 70 Interactive Notebooks, Ga. Studies Ga. Milestone Geography 27 58 70 Weekly Interactive Notebooks, Ga. Studies Ga. Milestone Government/Civics 20 60 70 Interactive Notebooks, Ga. Studies Ga. Milestone 27 P a g e
Economics 72 70 Interactive Notebooks, Ga. Studies Ga. Milestone 28 P a g e