Comprehensive Plan Report · Comprehensive Plan Report A detailed report showing activity of the school team¶s work on the improvement plan including assessments, plans, tasks, monitoring,

Comprehensive Plan ReportA detailed report showing activity of the school team’s work on the improvement plan including assessments, plans, tasks,

monitoring, and implementation for selected time periods.9/30/2014

Mount Olivet Elem NCES - na Henry CountyVirginia Indistar (Rapid Improvement) Key Indicators are shown in RED.School Leadership and Decision MakingEstablishing a team structure with specific duties and time for instructional planningIndicator ID01 - A team structure is officially incorporated into the school governance policy.(36)Status Tasks completed: 6 of 7 (86%)Assessment Level of Development: Initial: Limited Development 11/04/2013

Index: 6 (Priority Score x Opportunity Score)Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished within

current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

Previously Mt. Olivet Elementary teachers met for grade level planning once per week. While those meetings continue this year, the focus has shifted to data analysis and process change.

Plan Assigned to: Elizabeth MinterHow it will look when fully met: In order for this objective to be fully implemented at Mt. Olivet

Elementary School, all staff members would engage in the following: -Vertical planning across the grade levels would occur. Teachers would review curriculum and create plans that align vertically. Additionally, teachers would continue to plan unit lessons with their grade level. -Collaborative conversations regarding the improvement of our instruction and specific areas of instructional needs would be occurring on an ongoing basis among faculty and staff. These conversations would be evident during faculty meetings, team meetings, grade level chair meetings, and during vertical team meetings. School Improvement Data/School Performance Data would be the basis of the instructional decisions teachers are making.-All members of the staff would take ownership and pride in their work with students. This would be evident during the review of plans, during observations (administrative evaluations and peer observations), and during faculty, team, grade level chair, and vertical team meetings.

Target Date: 12/01/2015Tasks:

1. Establish a bi-monthly meeting schedule for the school improvement team to meet to review and discuss student performance data, the school improvement process, future plans, and necessary changes.

Assigned to: Elizabeth MinterAdded date: 12/18/2013Target Completion Date: 01/06/2014Frequency: twice monthlyComments:Task Completed: 01/06/2014

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3. Establish a weekly meeting day and time for grade levels to review student performance data and classroom assessments (Grade Level Meetings).

Assigned to: Elizabeth MinterAdded date: 12/18/2013Target Completion Date: 01/06/2014Frequency: weeklyComments: For the 2013-2014 school year, grade levels will meet each

Wednesday.Task Completed: 01/06/2014

4. Establish collaborative grade level planning day and time, per grade level.Assigned to: Elizabeth MinterAdded date: 12/18/2013Target Completion Date: 01/06/2014Frequency: weeklyComments: Each grade level must submit to administration their grade level

planning day and time.Task Completed: 01/06/2014

5. Create a vertical team (PK-5) of teachers to begin to look at the alignment of their curriculum, planning, and assessment practices.

Assigned to: Elizabeth MinterAdded date: 12/18/2013Target Completion Date: 02/05/2014Frequency: monthlyComments:Task Completed: 01/30/2014

6. Create a peer observation schedule for all teachers (PK-5). All teachers will participate in peer observations once per quarter/grading period.

Assigned to: Elizabeth MinterAdded date: 12/18/2013Target Completion Date: 02/05/2014Frequency: four times a yearComments:Task Completed: 01/30/2014

7. The staff will participate in team building exercises in order to establish a community of open collaboration and trust.

Assigned to: Elizabeth MinterAdded date: 12/18/2013Target Completion Date: 10/31/2014Comments: The task completion date had to be altered due to the presenter not

being available until October 2014.8. Implement a process for sharing grade level and/or building concerns. Information and concerns would be shared during bi-monthly grade level chair meetings.

Assigned to: Elizabeth MinterAdded date:

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Added date: 12/18/2013Target Completion Date: 01/07/2014Frequency: twice monthlyComments: Grade level chairs are responsible for bringing concerns to the table for

discussion during bi-monthly grade level chair meetings.Task Completed: 01/06/2014

Implement Percent Task Complete: Tasks completed: 6 of 7 (86%)School Leadership and Decision MakingAligning classroom observations with evaluation criteria and professional developmentIndicator IF08 - Professional development for the whole faculty includes assessment of strengths and

areas in need of improvement from classroom observations of indicators of effective teaching.(72)

Status Tasks completed: 0 of 10 (0%)Assessment Level of Development: Initial: Limited Development 09/30/2014




Currently professional development is provided to the staff based on expressed needs of the Mt. Olivet staff. Professional development sessions are planned both during the school day (during planning) and after school.

Plan Assigned to: Jessica FranceHow it will look when fully met: Professional development will be provided for Mt. Olivet staff members

based on expressed needs by the teaching staff and by observation data gathered by administration. Professional development opportunities will be planned and made available to all teachers at Mt. Olivet, or created specifically for teachers needing or wanting specific professional development experiences. Professional development collaboration will extend beyond the walls of Mt. Olivet Elementary School, allowing for collaboration with the other elementary schools.


1. Teachers will participate in peer observations, not limited to peers and colleagues only at Mt. Olivet Elementary School.

Assigned to: Jessica FranceAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments:



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3. Staff will be surveyed to determine professional development needs.Assigned to: Jessica FranceAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments:

4. A professional development schedule will be created and shared with staff members detailing plans for specific PD during the 14-15 school year.


5. Professional development opportunities will be shared with other elementary schools, if the PD is of particular interest or need for that school (HCPS).

Assigned to: Elizabeth MinterAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments:



7. The Daily 5 book will be purchased and distributed to all K-2 teachers, including ELL and Special Education, for completion of a Daily 5 book study.


8. The Daily 5 CAFE book will be purchased and distributed to all K-2 teachers for completion of a book study.


9. Vertical team meetings will be held once per month to allow teachers an opportunity to collaborate and share common instructional concerns, based on disaggregation of student data. Data shall include, but not be limited to, MAP, PALs, SOL, SPBQ, WIDA, DSA, and other formative and summative assessments.


10. Specific professional development will be completed on holistic scoring, incorporating higher level

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thinking questions and rigor into lessons, and reading/math instructional strategies that boost student outcomes.


Implement Percent Task Complete: Tasks completed: 0 of 10 (0%)Curriculum, Assessment, and Instructional PlanningAssessing student learning frequently with standards-based assessmentsIndicator IID02 - The school tests each student at least 3 times each year to determine progress toward

standards-based objectives.(100)Status Objective Met 4/29/2014 Assessment Level of Development: Initial: Limited Development 11/04/2013

Objective Met - 04/29/2014




Previously students in grades PK-3 were assessed three times per year on the PALs assessment and STAR reading. Grade level benchmarks, created by the division, were given once per quarter in all subject areas for grades K-5. MAP assessments in Math and English/Language Arts will be given to students in grades K-5 at established testing windows during the current school year. The MAP assessments are nationally normed and provide documented progress levels of student achievement, unlike the previous benchmark assessments.

Plan Assigned to: Elizabeth MinterHow it will look when fully met: All students at Mt. Olivet Elementary School will be assessed three

times per year using PALs, STAR, MAP, and a school-wide writing prompt. Students in Read 180 will be assessed four times per year using SRI in addition to the previously mentioned assessments. Results will be printed, analyzed, and distributed to parents. This process will be scheduled at the beginning of each school year.


1. Establish a training schedule for all teachers and staff to have additional training and review of assessment procedures for PALs, STAR, MAP, and all other school and district assessments.

Assigned to: Reba DillardAdded date: 12/19/2013Target Completion Date: 02/05/2014Frequency: three times a yearComments: These trainings shall occur prior to the administering of assessments.

Meetings/Trainings will take place during the weekly Wednesday meetings.

Task Completed: 02/03/2014

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Task Completed: 02/03/20142. Training and review for classroom teachers on the analysis process of PALs, STAR, MAP, and school and district wide assessment scores and data.

Assigned to: Dianne PaceAdded date: 12/19/2013Target Completion Date: 03/05/2014Comments: This task should occur annually and as needed prior to any test

administration.Task Completed: 03/19/2014

3. An assessment schedule will be created to provide a year long view of assessments to be completed for the school year.

Assigned to: Amy MitchellAdded date: 12/19/2013Target Completion Date: 02/05/2014Frequency: once a yearComments:Task Completed: 01/30/2014

Implement Percent Task Complete:Objective Met: 4/29/2014 Experience: 4/29/2014

Establishing clear schedules was the largest step that needed to be taken in order to see this objective fully met. It did require the Reading Specialist, Guidance Counselor, and Principal setting down to determine the appropriate windows for testing and data analysis.

Sustain: 4/29/2014Continued communication and clear timelines will be essential in the continued success of this objective.

Evidence: 4/29/2014Staff were trained on PALs and STAR by the Reading Specialist, Dianne Pace.Staff were trained twice on MAP and analysis of MAP data by a representative from NWEA.Staff continued to meet after MAP training to discuss student and teacher progress toward meeting MAP student goals during Grade Level meetings.School Principal, Elizabeth Minter, established schedules, with the assistance of the guidance counselor for MAP testing.School Guidance counselor, Reba Lindsey, established SOL training scheduled for all staff members.School Reading Specialist, Dianne Pace, used pre-determined testing windows to assess students in Read 180 on their SRI levels. All students in Pre-K - 3 were assessed on the PALs assessment.Reading Specialist, Dianne Pace, provided color copies of all reports to teachers for distribution to parents.

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Curriculum, Assessment, and Instructional PlanningExtended Learning TimeIndicator IIF01 - Time management and scheduling approaches are implemented to enhance and/or

extend learning time to better meet the needs of students.(2797)Status Tasks completed: 0 of 6 (0%)Assessment Level of Development: Initial: Limited Development 09/30/2014




Teachers at Mt. Olivet Elementary currently remediate at opportunity during the school day. After school tutoring is provided for students during the spring semester. After school tutoring budget funds are provided by the school division.

Plan Assigned to: Stacy WarrenHow it will look when fully met: Each teacher will have 90 minutes of instruction time for math and

reading. After school tutoring groups will be established for fall and spring. Support staff will be available during remediation and enrichment time, during the school day, to work with students. Each teacher will have a 30 minute remediation time to provide remediation and enrichment. Reading and math will not overlap on the master schedule so that support staff can aid students effectively at all grade levels.


1. Math instruction time will be increased from 60 minutes to 90 minutes in grades K-5.Assigned to: Elizabeth MinterAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments:

2. Support staff members will be scheduled to assist students during scheduled remediation times during the instructional day.

Assigned to: Natalie ColemanAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments:

3. A remediation schedule will be created for the 14-15 school year.Assigned to: Elizabeth MinterAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments: During school remediation will be a part of the daily schedule.

4. After school tutoring will be held during both the first and second semesters.Assigned to: Elizabeth MinterAdded date: 09/30/2014Target Completion Date: Page: 7 of 32

Target Completion Date: 05/29/2015Frequency: twice a yearComments:

5. The ELL and Special Education schedules will be closely monitored to ensure that service times are fully met.

Assigned to: Stacy WarrenAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments:

6. The ELL and Special Education teachers will plan collaboratively with the classroom teachers for remediation.

Assigned to: Stacy WarrenAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments:

Implement Percent Task Complete: Tasks completed: 0 of 6 (0%)Indicator IIF02 - The school provides all students extended learning opportunities (e.g., summer

programs, after-school and supplemental educational services, enrichment programs) to keep them on track for promotion.(2798)

Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 09/30/2014




Teachers at Mt. Olivet Elementary currently remediate at opportunity during the school day. After school tutoring is provided for students during the spring semester. After school tutoring budget funds are provided by the school division.

Plan Assigned to: Not yet assigned

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Classroom InstructionExpecting and monitoring sound instruction in a variety of modesIndicator IIIA02 - All teachers develop weekly lesson plans based on aligned units of instruction.(111)Status Tasks completed: 0 of 8 (0%)Assessment Level of Development: Initial: Limited Development 09/30/2014




Currently teachers at Mt. Olivet Elementary are turning in lesson plans weekly. Additional feedback and a revised schedule would be of great value to the staff.

Plan Assigned to: Deitra CassellHow it will look when fully met: Teachers will collaborate, complete, and turn in weekly lesson plans

using the Understanding By Design format. A variety of instructional strategies, common assessments, and DI (differentiated instruction) will be evident in the lesson plans, which follow the current division-wide curriculum plan lesson format.


1. Teachers will create and assess students using common assessments in their grade level.Assigned to: Deitra CassellAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments: Common assessments could be used in all core subject areas when

assessing.2. Teachers will meet on a weekly basis to plan units of instruction collaboratively.

Assigned to: Deitra CassellAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency: weeklyComments:

3. Teachers will create and assess students using common assessments in their grade level.Assigned to: Deitra CassellAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments: Common assessments could be used in all core subject areas when

assessing.4. Lesson plans will be reviewed by grade level members to edit, revise, and incorporate rigor and checking for understanding.

Assigned to: Deitra CassellAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency:

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Frequency: weeklyComments:

5. Feedback will be given on lesson plans by administration.Assigned to: Elizabeth MinterAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency: twice monthlyComments: At least twice per month, written feedback will be given in the areas of

math and language arts.6. Staff will have a set schedule to turn in lesson plans to administration.

Assigned to: Elizabeth MinterAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency: weeklyComments: Lesson plans (English and Math) are turned in to Mrs. Minter each

Monday. Other subject areas are requested at least one week prior to due date.

7. The instructional teaching staff will work with the DI coach to further investigate and learn to use UbD and Daily 5.

Assigned to: Deitra CassellAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency: four times a yearComments: The DI Coach will be at Mt. Olivet at least six times during the 14-15

school year.8. Selected staff members will participate with the division-wide team that is writing the social studies and fine arts curriculum (for implementation in 15-16).

Assigned to: Daina CampbellAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments: Mr. Moody and Mrs. Campbell are participating on the curriculum

writing teams for fine arts and social studies.Implement Percent Task Complete: Tasks completed: 0 of 8 (0%)Indicator IIIA11 - All teachers use modeling, demonstration, and graphics.(120)Status Objective Met 9/29/2014 Assessment Level of Development: Initial: Limited Development 11/04/2013




Describe current level of Based on classroom observations and recent testing data, all teachers Page: 10 of 32

development: at Mt. Olivet Elementary are not using modeling , demonstration, and graphics consistently and effectively.

Plan Assigned to: April PetersHow it will look when fully met: In order to reach full implementation of this objective, teachers at Mt.

Olivet Elementary School would consistently use a variety of modeling, demonstration, and graphic organizers during their instruction. This would be evidenced by lesson plans, student work samples, and observation. Students would be able to clearly explain and apply their learning after having instruction presented. In addition, technology would be incorporated in the instructional use of modeling, demonstration, and graphic organizers.

9/29/2014 - The 2014-2015 Mt. Olivet Elementary School Improvement Team has decided to no longer address indicator IIIA11. The team feels as though many of the tasks will be accomplished through a new indicator and tasks for the 14-15 school year.


1. Provide professional development on the different instructional techniques that teachers can implement during math and language arts instructions. These techniques will include examples of modeling, demonstration, and graphic organizer use during planning and instruction.

Assigned to: April PetersAdded date: 12/19/2013Target Completion Date: 12/01/2015Frequency: three times a yearComments: This should be done over a period of (a minimum of) three faculty in-

service trainings.

9/29/14 - Discontinued.Task Completed: 09/29/2014

2. Teachers will meet as grade levels and as vertical (K-5) teams to collaboratively plan instruction utilizing effective modeling, demonstration, and use of graphic organizers.

Assigned to: April PetersAdded date: 12/19/2013Target Completion Date: 12/01/2015Frequency: twice monthlyComments: 9/29/14 - DiscontinuedTask Completed: 09/29/2014

3. Teachers will participate in peer observations, within the building, to observe and reflect on their current practices of modeling, demonstration, and use of graphic organizers during their own instructions.

Assigned to: April PetersAdded date: 12/19/2013Target Completion Date: 12/01/2015Frequency: four times a yearComments: 9/29/14 - DiscontinuedTask Completed: 09/29/2014

Implement Percent Task Complete:Page: 11 of 32


Team discontinued this goal for the 14-15 school year. Please see comments.

Sustain: 9/29/2014Team discontinued this goal for the 14-15 school year. Please see comments.

Evidence: 9/29/2014Team discontinued this goal for the 14-15 school year. Please see comments.

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Classroom InstructionExpecting and monitoring sound homework practices and communication with parentsIndicator IIIB06 - All teachers systematically report to parents the student’s mastery of specific standards-

based objectives.(155)Status Objective Met 9/30/2014 Assessment Level of Development: Initial: Limited Development 11/04/2013





Previously Mt. Olivet Elementary teachers met with parents at scheduled parent-teacher conferences to discuss school report card and behavioral concerns. This year, MAP assessment data in Math, and English/Language Arts will be reviewed with each parent, as well as the student's goal setting worksheet. Student performance on these tests, relative to the division and national norms, will be shared with parents during these meetings.

Plan Assigned to: Amy MitchellHow it will look when fully met: Teachers will be in frequent communication with parents at Mt. Olivet

Elementary School. This will be completed through conferences, phone calls, emails, and/or writing in the planner/agenda. Parents will be given updates on academic skills that are being taught in the classroom. This will keep parents informed on skills that students have mastered and are currently struggling to master. Teachers will be corresponding with parents when students begin to fall below grade level according to assessment data, such as MAP and PALs. Teachers will hold conferences after testing windows. Teachers, parents, and students will create goals to improve performance three times per year.

9/29/2014 - The Mt. Olivet Elementary School Improvement Team has decided to discontinue indicator IIIB06 for the 2014-2015 school year. The team feels as though many of the tasks that are left to be completed will be done through other indicators selected for the 14-15 school year.


1. Teachers will conference with students at the beginning of the year if their child failed the SOL or any district-wide assessment during the previous school year.

Assigned to: Amy MitchellAdded date: 12/19/2013Target Completion Date: 09/08/2014Comments: Teachers conferenced with parents during the beginning of the school

year at the open house or by phone or face-to-face conference if parent did not attend the open house.

Task Completed: 09/29/20142. Teachers will complete a brief academic form to communicate to parents mastery of current SOLs.

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This form will be complete twice per grading period; once before interim reports and once before report cards.

Assigned to: Amy MitchellAdded date: 12/19/2013Target Completion Date: 09/08/2014Frequency: monthlyComments: The report would go home following the 2nd and 6th weeks of

instruction during each grading period. Interim reports already go home after the 4th and 9th week of instruction each grading period. This averages to a report almost each month during the academic school year.

9/29/14 - The SIP team has decided to reconsider this task for the 15-16 school year.

Task Completed: 09/29/20143. Teachers, with the assistance of the student and parent, will create individualized growth plans to improve scores in math and language arts. Plans will be monitored and updated to reflect growth and completion of goals. Additional goals will be considered once initials goals have been met.

Assigned to: Amy MitchellAdded date: 12/19/2013Target Completion Date: 09/08/2014Comments: 9/29/2014 - The Mt. Olivet Elementary School Improvement Team has

decided to discontinue indicator VB08 for the 2014-2015 school year. The team feels as though many of the tasks that are left to be completed will be done through other indicators selected for the 14-15 school year.

Task Completed: 09/30/20144. Teachers will review the instructional standards to determine the appropriateness of the standard and any instructional accommodations or modifications that are needed in order to meet the needs of all learners.

Assigned to: Amy MitchellAdded date: 12/19/2013Target Completion Date: 09/08/2014Frequency: twice a yearComments: Professional development on unpacking the SOL standards and

reviewing current student data, including teacher assessments was completed in June, July, and August. August's meeting was with two other elementary schools (Axton and Drewry Mason Elementarys).

Task Completed: 09/01/20145. Student performance data will be printed and distributed to teachers and parents in a timely manner (MAP, SOL, PALs).

Assigned to: Dianne PaceAdded date: 12/19/2013Target Completion Date: 02/05/2014Frequency: three times a yearComments: Once reports are available, they will be printed and reviewed for

distribution.Task Completed: 01/30/2014

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Task Completed:6. Parents will be informed on reading reports that are sent home during a PTO meeting. Assigned to: Amy MitchellAdded date: 12/19/2013Target Completion Date: 02/05/2014Frequency: once a yearComments:Task Completed: 01/30/2014

7. Parents will be provided with copies of student action plans to improve their learning and mastery of academic skills.

Assigned to: Amy MitchellAdded date: 12/19/2013Target Completion Date: 02/05/2014Frequency: three times a yearComments: Ongoing as assessments are completed and goals are reviewed. (MAP

Goal Setting Worksheets)Task Completed: 01/30/2014

8. Teachers will keep parent contact logs and teacher websites current.Assigned to: Amy MitchellAdded date: 12/19/2013Target Completion Date: 02/05/2014Frequency: weeklyComments:Task Completed: 01/30/2014

9. All parents will be provided with the opportunity to have access to their child's current academic progress (grading) via Powerschool.

Assigned to: Amy MitchellAdded date: 12/19/2013Target Completion Date: 02/05/2014Comments: Ongoing

Parents were given handouts to use to access Powerschool. Powerschool was also reviewed at Open House with all parents.

Task Completed: 01/30/201410. Additional conference time will be scheduled during the school year to review with parents their child's progress.

Assigned to: Elizabeth MinterAdded date: 12/19/2013Target Completion Date: 08/29/2014Frequency: three times a yearComments: The Henry County School Board approved an additional conference day

for teachers and parents. One day, per semester, was added to the 14-15 school calendar.

Task Completed: 07/10/2014Implement Percent Task Complete:

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The School Improvement Team has decided to no longer continue to work with this indicator for the 14-15 school year.

Sustain: 9/30/2014The School Improvement Team has decided to no longer continue to work with this indicator for the 14-15 school year.

Evidence: 9/30/2014The School Improvement Team has decided to no longer continue to work with this indicator for the 14-15 school year.

Formative AssessmentChecking for UnderstandingIndicator VB04 - Staff members use a variety of techniques to check students’ understanding through

writing across the curriculum (such as RAFT, interactive writing, quick writes).(1617)Status Tasks completed: 1 of 6 (17%)Assessment Level of Development: Initial: Limited Development 11/04/2013




Based on our SOL data, Mt. Olivet students struggle with comprehension of non-fiction texts. Currently teachers at Mt. Olivet Elementary teachers have identified using a variety of writing techniques, in particular writing across the curriculum, as a way to raise students' level of understanding.

Plan Assigned to: Natalie ColemanHow it will look when fully met: Full implementation of this objective at Mt. Olivet Elementary School

would show evidence of writing in all core areas. In math, for example, students could explain why they chose a certain operation to solve word problems. In science, students could compare and contrast content. All teachers would provide students with opportunities to engage in purposeful writing for a defined audience. Teachers would utilize writing in all subject areas to check for understanding. Cross-curricular activities would be evident in lesson plans. Current student work would be displayed in the hallway.


1. Provide teachers will professional development on the inclusion of cross-curricular writing in current instruction.


2. Teachers will include in their plans and instruction opportunities for students to complete a variety of formative assessments. These assessments can include quick writes, RAFTs, and interactive writing, exit cards, fix it activities, Daily 5 work on writing, and classroom assessments that require a written response.

Assigned to: Natalie ColemanPage: 16 of 32


3. Students will participate in journal writing in all core subject areas.

SIP team has decided to not pursue the completion of this task. 9/30/14Assigned to: Deitra CassellAdded date: 12/19/2013Target Completion Date: 12/01/2015Frequency: weeklyComments: SIP team has decided to not pursue the completion of this task.

9/30/14Task Completed: 09/30/2014

4. Provide teachers training on holistic scoring.Assigned to: Jessica FranceAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments:

5. Students will complete one writing prompt each nine weeks grading period that focuses on one or more content areas, is revised for clarity and grammar, and is graded holistically.

Assigned to: Natalie ColemanAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency: four times a yearComments:

6. Writing opportunities that focus on career readiness will be made available for students. Assigned to: Natalie ColemanAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments: A focus on the importance of written expression in all disciplines will be

clearly communicated to students.Implement Percent Task Complete: Tasks completed: 1 of 6 (17%)Indicator VB08 - Staff members create effective classroom discussions, questions, and learning tasks that

elicit evidence of learning. These include strategies for gathering information such as on-the-fly, planned, and curriculum embedded assessments.(1621)

Status Objective Met 9/29/2014 Assessment Level of Development: Initial: Limited Development 11/04/2013



current policy and budget conditions, 1 - requires

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Opportunity Score:

changes in current policy and budget conditions)Describe current level of development:

Currently Mt. Olivet Elementary teachers are examining and changing the types of assessments and the variety of the format of the assessments given to students.

Plan Assigned to: Elizabeth MinterHow it will look when fully met: In order for this objective to reach full implementation at Mt. Olivet

Elementary School teachers must utilize formative assessment data to guide their instruction. Additionally, the instruction must ultimately be in alignment with the written curriculum framework. Teachers would guide students in discussion and performance tasks that include critical thinking opportunities. With the continued preparation and practice of higher level questioning techniques, students will be able to use their critical thinking skills to relate and apply learning concepts. Teachers will create learning environments that allow students to interact with one another. Learner engagement would be high, based on observation data and student/teacher reflective data. Teachers will provide students with opportunities to research and gather information in order to apply concepts to their learning and to extend their learning.

9/29/2014 - The Mt. Olivet Elementary School Improvement Team has decided to discontinue indicator VB08 for the 2014-2015 school year. The team feels as though many of the tasks that are left to be completed will be done through other indicators selected for the 14-15 school year.


1. Professional development on critical thinking and the preparation and incorporation of high level questions (in plans for instruction).

Assigned to: Elizabeth MinterAdded date: 12/18/2013Target Completion Date: 03/26/2014Comments: Teachers must include prepared questions for Math and Language Arts

in their lesson plans. Plans are turned in each Monday to administration.


Task Completed: 09/29/20142. Teachers will utilize formative assessment data to guide instructional decisions for student learning. This can include exit tickets, thumbs up/down, questioning, conferencing, etc.

Assigned to: Elizabeth MinterAdded date: 12/18/2013Target Completion Date: 03/26/2014Frequency: weeklyComments: Data should be discussed during grade level meetings.Task Completed: 04/01/2014

3. Teachers will establish anchor problems/assignments for the week. Anchor work will include higher Page: 18 of 32

order thinking questions for students to respond to and then discuss in class. Assigned to: Elizabeth MinterAdded date: 12/18/2013Target Completion Date: 03/26/2014Frequency: weeklyComments: Grade levels should create these as a team. Anchor work also served

as an SOL prep.Task Completed: 03/26/2014

4. Teachers will create formative assessments to monitor student learning. This data should be reviewed by the classroom teacher and grade level team in order create instructional changes, as needed.

Assigned to: Elizabeth MinterAdded date: 12/18/2013Target Completion Date: 03/26/2014Frequency: weeklyComments: Assessments must be turned in to administration prior to being given

to students.Task Completed: 03/26/2014

5. Teachers will establish norms for the learning environment to promote class and group discussions and collaborative learning activities.

Assigned to: Elizabeth MinterAdded date: 12/18/2013Target Completion Date: 08/25/2014Comments: Teachers will need to review, and possibly revise, their current

classroom procedures. This information will need to be shared with grade level, administration, parents, and students.


Task Completed: 09/29/20146. Math teachers will collaborate to develop common, grade level assessments prior to instruction of each unit.

Assigned to: Elizabeth MinterAdded date: 01/30/2014Target Completion Date: 04/01/2014Frequency: twice monthlyComments: All assessments must be submitted prior to the administration of the

assessment.Task Completed: 04/01/2014

7. Lesson plans and assessments will be aligned with the Standards of Learning and Curriculum Framework Essential Knowledge and Skills both in content AND cognitive level.

Assigned to: Elizabeth MinterAdded date: 01/30/2014Target Completion Date: 04/01/2014

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Target Completion Date: 04/01/2014Frequency: weeklyComments: Weekly lesson plans will be reviewed for alignment; PD will be provided

to model alignment; assessments will be reviewed for alignment and rigor.

Task Completed: 04/01/2014Implement Percent Task Complete:

Objective Met: 9/29/2014 Experience: 9/29/2014


Sustain: 9/29/20149/29/2014 - The Mt. Olivet Elementary School Improvement Team has decided to discontinue indicator VB08 for the 2014-2015 school year. The team feels as though many of the tasks that are left to be completed will be done through other indicators selected for the 14-15 school year.

Evidence: 9/29/20149/29/2014 - The Mt. Olivet Elementary School Improvement Team has decided to discontinue indicator VB08 for the 2014-2015 school year. The team feels as though many of the tasks that are left to be completed will be done through other indicators selected for the 14-15 school year.

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Formative AssessmentFeedbackIndicator VC03 - Staff members provide students with feedback that clearly communicates where they are

going, where they are now (relative to the learning goal or target), and what they can do to close the gap.(1624)

Status Objective Met 6/19/2014 Assessment Level of Development: Initial: Limited Development 11/04/2013





Currently teachers at Mt. Olivet Elementary are conferencing with students regarding their MAP assessment data and classroom performance. Students are creating their own students learning goal, with the assistance of the teacher, to determine how to improve their academic performance. Teachers are also now providing students with prompt and immediate feedback on classroom work. Students are being provided with the opportunity to self correct classwork for mastery.

Plan Assigned to: Reba DillardHow it will look when fully met: In order for full implementation of this objective to met, all students

will be given information and feedback on a consistent basis (daily, weekly, and monthly) regarding their academic status. This feedback will be documented and given to students in terms that they can understand. Students will be trained on standards, scoring, rubrics, etc. to make sure they fully understand their individual weaknesses and strengths. Students and teachers will communicate weekly in regards to their goals and where they currently are in relation to their target goal. Students will be able to show ownership and accountability for their learning.


1. I Can learning objectives will be clearly posted for students.Assigned to: Reba DillardAdded date: 12/19/2013Target Completion Date: 01/07/2014Frequency: dailyComments: Teacher 'I Can' learning objectives are being posted in the classroom.

These are being monitored by administration.Task Completed: 01/06/2014

2. Teachers will communicate the relationship between learning objectives and learning goals.Assigned to: Reba DillardAdded date: 12/19/2013Target Completion Date: 05/30/2014Comments:

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Comments: Ongoing basisTask Completed: 05/30/2014

3. Teachers will work with students to establish learning goals, individually.Assigned to: Reba DillardAdded date: 12/19/2013Target Completion Date: 05/30/2014Frequency: once a yearComments:Task Completed: 05/30/2014

4. Student work and assessment data will be reviewed with students in a timely manner. Feedback will be provided to determine the remediation and instructional strategies that will occur.

Assigned to: Reba DillardAdded date: 12/19/2013Target Completion Date: 05/30/2014Comments: Ongoing BasisTask Completed: 05/30/2014

5. Student work will be graded and reviewed with students. Corrections, for mastery, will be a part of the feedback that each teacher will provide students.

Assigned to: Reba DillardAdded date: 12/19/2013Target Completion Date: 05/30/2014Comments: Ongoing BasisTask Completed: 05/30/2014


The Mt. Olivet Elementary School teaching staff embraced change with the full implementation of this objective. Teachers required modeling and frequent reminders on how to better incorporate the tasks that were being introduced during the initial phase. Teachers were able to openly discuss what was working with their students and areas that they needed additional support.

Sustain: 6/19/2014The Mt. Olivet Elementary School staff will need to continue the tasks listed in this objective in order to continue to gauge student needs. The continual feedback allows teachers to have a firm understanding of how students are performing on a daily basis. Furthermore, students are now taking ownership of their daily performance. The level of accountability has increased building-wide. This will need to continue in order for student achievement to continue.

Evidence: 6/19/2014Teachers post I Can learning objectives, written in student-friendly language, are posted in classrooms. These are referenced during instruction. Staff members are clearly aware of the expectation that these are to both posted and referenced during instruction. This, in addition to monitoring teacher lesson plans and instruction, also establish the correlation between learning objectives and learning

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Evidence:

goals. Teachers are also continually referencing student performance data during grade level meetings to ensure that individual student learning goals, based on MAP data, are being achieved. The teachers at Mt. Olivet Elementary are much more comfortable discussing student performance data in relation to their achievement data. Additionally, all teachers have adapted a systematic procedure for having students correct and review all of their work (formative and summative assessments) continually. Student work is not left uncorrected. All student work is reviewed by the teacher and student to ensure mastery.

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REQUIRED for Targeted InterventionsTargeted Intervention IndicatorsIndicator TA01 - REQUIRED - The school uses an identification process (including ongoing conversations

with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions. (2931)






Previously, teachers at Mt. Olivet looked at PALs, Aims Web and Child Study as targeted interventions.

Plan Assigned to: Stacey RoachHow it will look when fully met: All students are monitored and placed in student support teams or child

study based their tier level;Teachers will identify the lowest 5-10% of students according to MAP data, per grade level;All teachers would analyze data according to the following benchmark targets: PALs benchmark, per testing sessionBelow 50th percentile, AIMS Web assessments/probes;All students will be screened (grades 3-5) annually to determine placement in Read 180/System 44;SPBQ analysis by school and by teacher, to determine high, low, and bubble students;SPBQ analysis by school and by teacher, to determine targeted instructional areas to focus;Teachers would be working with students in small groups on targeted areas of intervention;Student Support team meetings would be established and teachers would attend in order to discuss interventions and student performance;In the classroom, differentiated instruction and small group instruction would be evidenced;After school tutoring for students needing additional intervention;Use of personalized interventions for students' specific needsFormative and summative assessments would be utilized to better identify at risk students;Vertical team meetings would be held monthly to discuss strategies, interventions, and student learning needs'Teacher leaders will work with all staff, including special education and ELL to implement instructional strategies to better target learner needs


1. Establish MAP Testing Sessions for all students, K-5, for fall, winter, and spring.Assigned to: Elizabeth Minter

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Assigned to: Elizabeth MinterAdded date: 11/20/2013Target Completion Date: 05/23/2014Frequency: three times a yearComments:Task Completed: 05/23/2014

2. Provide Professional Development on MAP data analysis, reporting and test session management.Assigned to: Elizabeth MinterAdded date: 11/22/2013Target Completion Date: 09/10/2013Comments:Task Completed: 09/10/2013

3. Add grades 3-5 to RTI and provide training.Assigned to: Elizabeth MinterAdded date: 11/22/2013Target Completion Date: 09/03/2013Comments:Task Completed: 09/03/2013

4. Establish an after-school tutoring program for the spring semester.Assigned to: Elizabeth MinterAdded date: 11/22/2013Target Completion Date: 01/01/2014Comments: After-school tutoring is set to begin on 2/20/14. There will be 18

tutoring sessions. Student to teacher ratio will be set at 5:1.Task Completed: 01/06/2014

5. Child Study team members will become more fluent in recommendation and use of research based interventions.

Assigned to: April PetersAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments:

6. Child study team members will model and share interventions with staff during faculty meetings.Assigned to: April PetersAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments:

7. After school tutoring will be reviewed to determine if there is a way to better align student remediation in order to maximize student learning. For example, teachers may re-examine how they group students to be tutored in specific skill areas such as subtraction across zeros, rounding, multiplication, author's purpose, comprehension of non-fiction text.

Assigned to: Lanita GravleyAdded date: 09/30/2014Target Completion Date: 05/29/2015

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Target Completion Date: 05/29/2015Comments:

8. Student Support Teams will be better utilized to identify at-risk students by analyzing SPBQ, WIDA, and other formative and summative assessments completed during the school year (MAP, PALs, SOL, Writing Assessments)

Assigned to: Susan FullertonAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments:

9. The Student Support Teams will meet monthly to identify at-risk students.Assigned to: Elizabeth MinterAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments: Weekly intervention logs and graphs will be turned in to Mrs. Minter.

This data will be monitored and shared with the SST team during the monthly meetings with the school psychologist and teachers.

10. All PreK-3 students will be assessed on the PALs assessment in the Fall, Winter, and Spring.Assigned to: Natalie ColemanAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency: three times a yearComments:

11. All students will be assessed using the MAP assessment during the Fall, Winter, and Spring.Assigned to: Natalie ColemanAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency: three times a yearComments:

12. Student data will be disaggregated once the data is made available to staff. This data should include, but not be limited to the following: SOL, Student Performance by Question, WIDA Access, PALs, MAP, DSA, SRI, and other formative and summative assessments available to the staff at Mt. Olivet Elementary School.



Previously, the teachers at Mt. Olivet Elementary looked at PALs, Aims Web, and Child Study when determining how to target interventions for students failing or at risk of failing. This school year, MAP was introduced for all teachers, K-5. The focus shifted to ensuring that all staff members were trained and utilizing the assessments that were new and currently in place in order to better identify students needing additional and/or specific interventions. The tutoring program

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Experience:

continued during the 13-14 school year. Students who needed additional support in specific learning areas were invited to participate during the spring semester.

Sustain: 6/24/2014In order for the teaching staff at Mt. Olivet to continue to better identify students at risk of failing or who are in need of targeted interventions, the staff must continue to know their assessments and student assessment data. By knowing how to accurately assess and then interpret the assessment data, the staff will continue to be better equipped to begin specific interventions with students. Continued professional development will be essential in order for this objective to continue to be maintained. Additionally, teachers will need to continue to maintain the tutoring program. This was very beneficial prior to SOL testing in order to provide additional instructional time on specific interventions needed by smaller groups of students.

Evidence: 6/24/2014MAP testing sessions were completed in August, December, and April for all students K-5. Professional development on MAP was completed during the summer of 2013, September 2013, and the data was reviewed by teachers, parents, and administration during parent meetings and grade level meetings. The after school tutoring program began in February, 2014 and ended in April, 2014. Students participated on Tuesdays and Thursdays, with transportation being provided. Several teachers kept additional students on Wednesday during this tutoring window. Parents provided transportation on these days.

Indicator TA02 - REQUIRED - The school uses a tiered, differentiated intervention process to assign research-based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). (2932)





Currently, Mt. Olivet Elementary targets Tier 3 and selected Tier 2 students in the reading program and selected students involved in progress monitoring (RTI). Student support teams monitor Tier 2 every two weeks; Child Study monitors Tier 3 students weekly.

Plan Assigned to: Reba DillardHow it will look when fully met: Based on student learning data, teachers would be able to correctly

identify which tier their students are to be placed.Research based interventions, such as incremental rehearsal, cover/copy/compare, drill sandwich, non-linguistic representation will be implemented by the classroom teachersStudent Support Teams will determine the types of interventions and the frequency of interventions, which will be compiled in their student learning planIntervention groups would be flexible and fluid, this includes the Student Support Team services, child study and classroom groupings;Students will be assessed at the beginning of the year to determine who receive Tier I, II, or III services;Tier II students will be placed in Student Support Teams; Tier III

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How it will look when fully met:

students will be placed in Child Study;Child Study and Tier II students will be monitored on a weekly basis by teachers and administration


1. Establish a school schedule to provide intervention time during the school day.Assigned to: Elizabeth MinterAdded date: 11/20/2013Target Completion Date: 11/22/2013Comments: Schedule should be completed prior to the start of the students' school

year.Task Completed: 11/22/2013

2. Teachers will be provided professional development on research based intervention strategies.Assigned to: Kristi HowellAdded date: 11/20/2013Target Completion Date: 09/30/2014Frequency: monthlyComments: Teachers participated in Staff Development on RTI strategies and the

Child Study team had a specific training to address RTI strategies.Task Completed: 09/09/2014

3. During the observation process, the Principal will check and document for an accurate knowledge of the math subject and skills relevant to the subject area taught.

Assigned to: Elizabeth MinterAdded date: 01/30/2014Target Completion Date: 04/01/2014Frequency: weeklyComments: Observations will be completed weekly.Task Completed: 04/01/2014

4. A multidisciplinary team will be established for Student Support Teams and Child Study.Assigned to: Reba DillardAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments: Guidance Counselor will incorporate teachers such as ELL, PE, Art,

Music, Reading on the Child Study Team. These members will be included in SST monthly meetings also.

5. Grade levels will meet with SST to analyze student performance data to determine students who will receive Tier I, II, III, or Child Study. Teachers will examine the lowest 5-10% of students in addition to students in specific Subgroup/Gap areas (African American, Economically Disadvantaged, ELL, Hispanic, Special Education).

Assigned to: Deitra CassellAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency: monthlyComments:

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Comments: Monthly meetings will focus on the current performance of all students. The lowest 5-10% of students will be re-examined at least monthly with the SST members.

6. Teachers will examine student performance data on a monthly basis to determine if students need to move Tiers in order to receive the appropriate level of intervention. At least monthly teachers will examine student data (WIDA, SPBQ, PALs, MAP, DSA, SRI, formative and summative assessments) to determine if students need to move within the Tiers. Data logs, graphs, probes, and intervention charts will also be used in making the recommendation to move students within Tiers to meet their learning needs.

Assigned to: Deitra CassellAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency: monthlyComments: At least monthly teachers will examine student data (WIDA, SPBQ,

PALs, MAP, DSA, formative and summative assessments) to determine if students need to move within the Tiers. Data logs, graphs, probes, and intervention charts will also be used in making the recommendation to move students within Tiers to meet their learning needs.

7. Teachers will plot data and record interventions using appropriate graphs and logs. This information will be turned in weekly to administration for review.


8. Follow-up meetings will be held to assess student progress. This will be done following the monthly SST meetings and/or the Child Study meetings.

Assigned to: Reba DillardAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments: Follow-up meetings may be needed to better align and/or revise

student goals and interventions.9. Determine goals and interventions for individual students that will be progress monitored.

Assigned to: Kristi HowellAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments: Goals and interventions are needed for Tier II and III students only.

10. Students will be referred for special education services in adequate progress is not made at the Tier III level.

Assigned to: Reba DillardAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments: Tier III services would indicate that a student has not made adequate

progress with goals and interventions at the Child Study level.11. The Child Study team will reorganize its members to offer better interventions during Child Study meetings.

Assigned to: April PetersPage: 29 of 32

Assigned to: April PetersAdded date: 09/30/2014Target Completion Date: 05/29/2015Comments: Teachers on the Child Study team will be assigned areas of focus for

their Child Study Team Meetings. Areas of focus will include Reading, Math, Behavior.

Implement Percent Task Complete: Tasks completed: 3 of 11 (27%)Indicator TA03 - REQUIRED - The school uses a monitoring process (including a multidisciplinary team that

meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness. (2933)






Student data at Mt. Olivet Elementary has previously been addressed during grade level meetings (K-5), Child Study Meetings (K-5), and Student Support Team Meetings (K-2).

Plan Assigned to: Amy MitchellHow it will look when fully met: The school will utilize the student support teams and child study teams

to review the effectiveness of interventions and determine steps to amend or end interventions as needed.Teachers will make decisions about the effectiveness of the interventions being implemented during the progress monitoring period. Changes will be made as necessary.The school will utilize MAP/DesCartes, Student Performance by Questions SOL data, WIDA, PALs, and other available formative and summative data for progress monitoring data to determine necessary interventions for individual students.


1. Weekly grade level meetings will be held to discuss, monitor, and evaluate the efficacy of classroom instructional strategies and research-based interventions.

Assigned to: Elizabeth MinterAdded date: 11/21/2013Target Completion Date: 12/09/2013Frequency: weeklyComments:Task Completed: 12/09/2013

2. Weekly grade level meeting minutes will be turned in to administration, documenting discussion of instructional strategies and research-based interventions being utilized or considered.

Assigned to: Elizabeth MinterPage: 30 of 32

Assigned to: Elizabeth MinterAdded date: 11/21/2013Target Completion Date: 12/09/2013Frequency: weeklyComments:Task Completed: 12/09/2013

3. During weekly grade level meetings, formative and summative assessments will be reviewed to determine appropriateness and alignment with the written and taught curriculum.

Assigned to: Elizabeth MinterAdded date: 12/18/2013Target Completion Date: 02/05/2014Frequency: weeklyComments: Teachers are turning in lesson plans and assessments each Monday.

These items are reviewed during weekly Wednesday Grade Level Meetings. Additionally, teachers in grades 3-5 meet on Thursdays to review information; teachers in grades K-2 meet on Fridays to review information.

Task Completed: 02/03/20144. Weekly grade level meetings will continue to be held to discuss, monitor, and evaluate the efficacy of classroom instructional strategies and research based interventions being implemented.

Assigned to: Elizabeth MinterAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency: weeklyComments: Weekly minutes will be kept by each grade level team.

5. Weekly grade level meeting minutes will continue to be turned in to administration documenting the discussion of student data, instructional strategies, and research based interventions being utilized or considered.

Assigned to: Elizabeth MinterAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency: weeklyComments: Minutes will be turned in on or before the following day of the meeting.

K-2 will meet on Wednesdays, 3-5 will meet on Thursdays.6. During weekly grade level meetings, formative and summative assessments will be reviewed to determine appropriateness and alignment with the written and taught curriculum.

Assigned to: Amy MitchellAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency: weeklyComments: Meeting minutes shall serve as documentation.

7. Lesson plans, meeting minutes from grade levels, Child Study and SST data will be turned in to administration on a weekly basis for review.

Assigned to: Elizabeth MinterAdded date: 09/30/2014Target Completion Date: Page: 31 of 32

Target Completion Date: 05/29/2015Frequency: weeklyComments: All data will be turned in to administration each Monday.

8. Student Support Teams will meet monthly as a grade level to discuss next steps for students who are falling into the lower 5-10% of the class. The school psychologist will work with teachers during this time to identify strategies for improvement.

Assigned to: Amy MitchellAdded date: 09/30/2014Target Completion Date: 05/29/2015Frequency: monthlyComments: Grade levels will meet monthly and share data and current intervention

data with administration and school psychologist. These meetings are called SST meetings (Student Support Team). As needed, ELL and special education staff participate.


The Student Support Team Process has evolved during the 2013-2014 school year. The teams have been better prepared in determining students who need Tier 2 and Tier 3 supports. The accountability component of establishing a clear system to record, analyze, and report to administration the weekly progress of students has tremendously helped to support this objective in implementation and success.

Sustain: 4/29/2014The continued practice of turning in weekly student progress to administration must continue. This information is reviewed during weekly grade level meetings and is extremely important to the success of the students (and teachers). Weekly grade level meetings increased from one time per week to twice per week. This was necessary during the 2013-2014 school year. It is important to consider having certain grade levels meet more frequently. This should be done on an as needed basis. The number of students not meeting grade level requirements should partially drive this decision. Assessments should continue to be turned in weekly, in addition to lesson plans. This has been extremely beneficial in keeping administration informed, and it has allowed administration to better monitor what is taking place in classes on a daily basis.

Evidence: 4/29/2014Weekly grade level meetings increased from each Wednesday for all grade levels to include additional meetings for 3-5 on Thursdays and K-2 on Fridays. During this time Student Support Team data was reviewed, Professional Development was provided, Review of Instructional Practices (as indicated in plans provided) and Assessments were discussed. A focus on feedback, differentiation, Daily 5 Reading and Math, and additional practices were discussed, as appropriate, with all grade levels. The standing meeting times allowed teams to come to meetings prepared and knowing what to discuss and present/share with administration.

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Documents

Comprehensive Plan Report · Comprehensive Plan Report A detailed report showing activity of the school team¶s work on the improvement plan including assessments, plans, tasks, monitoring,