School: Highcroft ES School Improvement Plan 2014-2016

School Improvement Plan

Comprehensive Needs AssessmentSchool: Highcroft ESPlan Year 2014-2016

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DataComponents Areas of Strengths Areas of Concern

Stud

ent

Achi

evem

ent

EOG:

*90.3% of Highcroft students in Grades 3-5 Reading were at or above gradelevel compared to 65.7% at the district level and 56% at the state level

*92% of Highcroft students in Grades 3-5 Math were at or above grade levelcompared to 63.2% at the district level and 52% at the state level

*92.3% of Highcroft students in Grade 5 Science were at or above grade levelcompared to 76.2% at the district level and 72.6% at the state level

*Over the last 3 years, our African American subgroups overall proficiency hasincreased by 20%.

*Even though 4 of our sub-groups have lower proficiency percentiles than therest of our sub-groups they are still significantly above the district and stateproficiency percentiles

* For the last 3 years Highcroft Drive Elementary has met all our AMO targets.

mCLASS:*Dibels growth K-3 is similar to county trends

*Kindergarten composite scores showed good growth

Walkthrough:

*All grade levels use C-MAPP as a guide

*All grade levels are consistent in using Daily Café structure

*A variety of instructional strategies are used, including but not limited to,strategy groups, Letterland, differentiation across content areas, and abilitygrouping

EOG:

*Over the last 3 years, our Hispanic/Latino subgroups reading proficiency hasgone down 14%.

*Over the last 3 years, our Hispanic/Latino subgroups math proficiency hasgone down 10%.

*Overall, our Hispanic/Latino subgroups overall proficiency has gone down11%.

*All of our subgroups in Reading are above 85% except our Hispanic/Latinosubgroup which is at 69%.

*At Highcroft only 62.2% of our students with disabilities passed both mathand reading tests

*Overall we did not make growth in reading, math, and science

mCLASS:

*Limited Dibels growth was present in grades K and 3

Walkthrough:

*Manipulatives are not always utilized during instruction*Calculator use is not always present during math instruction

*Short formative assessments are not used consistently to drive instruction

*Technology is not always present in all classrooms



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Inst

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*All grade levels use C-MAPP as a guide and Common Core Standards

*All grade levels use math alignment lessons

*Grade levels plan together as teams

*Literacy coaches available for both K-2 and 3-5

*Daily 5 is implemented with fidelity.

*Students are increasing their stamina with reading and enjoying reading moreoften

*Grades 3-5 ability group their students for math instruction

*Class sizes K-5 are smaller than what they've been in the past

*According to the math walk-through data we need to see more mathmanipulative use

*Students are not being progress monitored in MClass with fidelity

Staf

f and

Stud

ent

Dem

ogra

phic

s *We have a low teacher turnover rate (14% compared to 13% for the state)

*Currently, 18.8% of our teachers are National Board Certified

*Currently, 50% of our teachers have earned advanced degrees

The same sub-groups (ED, LEP, and SWD) continue to under perform



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Perc

eptio

n

* Teachers have time available to collaborate with colleagues

*HDE is a safe environment*Parent/community support

*Overall, for the staff that completed the survey - The physical environment ofclassroom supports teaching and learning.

*87.5% of our staff feel they work in a school environment that is safe.

*More specialist staff have been hired

*There are so many questions on the TWCS we wonder about the validity ofthe responses

*Based on the 2012 TWCS, 56% of the staff who completed the survey feelthat the atmosphere of mutual trust between staff and administration is aconcern

*Based on the 2012 TWCS, 66.7% of the staff who completed the survey feelthat behavior expectations and consequences are supported byadministration

*Based on the 2014 TWCS, 72.1% of the staff feel they have sufficientinstructional time to meet the needs of all students which is a negative 17.2%change

Prog

ram

*RAZ Kids offers individualized instruction and assessments in reading at schooland home for students in Grades K-2

*Study Island offers individualized instruction and assessments in reading andmath at school and home for students in Grades 2-5

*Backpack Buddies nourishes children's bodies so they can learn

*PALS promotes positive behavior

*Based on utilization reports RAZ Kids and Study Island are not utilized asmuch as they could be

*Backpack Buddies relies on donations and identification of students byschool personnel



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Priority Concerns Root Causes(with evidence) Solutions

*Our Hispanic/Latino subgroup is not makingadequate growth in reading and/or math.

*Our Level 4 and Level 5 students did not makegrowth in 2014-15.

*Low background knowledge and limited realworld experiences

*Connections between home and school

*Adoption of the Common Core Curriculum hasincreased prior knowledge expectations

*We are limited on the available technologyresources to improve student achievement.

*Staff development is needed to supportteachers with our level 4/5 students.

*Teachers will scaffold assignments with neededbackground knowledge

*Students in grades K-2 will bring levelled"Take-home readers" home daily.

*Weekly behavior reports and monthly curriculumupdates will be sent home on Wednesdays

*Students will be given skill sets that assist them inbecoming life long learners including CloseReading/Annotating across content areas and the useof math manipulatives including calculators

*Professional Development/Resources will beprovided to help teachers support our Level 4/5students.

*The writing component of the TRC is holdingstudents back from being proficient.

*Teachers need more training on open endedwritten responses

*Professional Learning Teams will create lessons thatfocus more on writing responses to text and thatpractice citing evidence in core and small groupinstruction

*Professional Learning Teams will analyze studentresponse data and create lessons to addressweaknesses

*High-quality, ongoing professional development onClose reading/annotating and citing text acrosscontent areas will be presented throughout the year



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Data SummaryDescribe your conclusionsThrough this process we have found that our Hispanic/Latino students are not making adequate growth in reading and/or math. We will target this group byfocusing on core instruction for all students in both reading and math. Our data also shows that our Level 4 and Level 5 students are not making adequategrowth. Professional development will be provided to ensure teachers have the support and resources they need to differentiate core instruction for ourLevel 4 and Level 5 students. The structure of the Daily Cafe, implementing Close reading/annotating across content areas, and focusing on two specificmathematical practice standards, will ensure growth of all students. School perception is that all of our students come to school prepared to learn, but ourdata shows that we have small groups of students who need intense support in order to be successful.


Membership of School Improvement TeamSchool: Highcroft ESPlan Year 2014-2016Principal: M. Tanner GambleDate: Jul - 2015

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SIP Team MembersName School Based Job Title

1 Ann Marie Bishop Teacher Assistant2 Beth Duncklee School Improvement Chair3 Camille Marlowe Assistant Principal4 Dana Walters Teacher5 Elizabeth Hilliard School Improvement Chair6 Emily Powell School Improvement Chair7 Emily White School Improvement Chair8 Kirsten Abel Teacher9 Laura Eades School Improvement Chair10 Melissa Costanzo School Improvement Chair11 Penny Deats Instructional Support Personnel12 Rebecca Donaldson Teacher13 Rebecca Flynt School Improvement Chair14 Sara Bowers Teacher15 Tanner Gamble Principal


Mission, Vision and Value StatementsSchool: Highcroft ESPlan Year 2014-2016Date: Apr - 2014

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Mission Statement:Highcroft Drive Elementary will inspire and teach all students in order to achieve at their maximumpotential while becoming accomplished readers, writers, and problem solvers who demonstrateindependent thinking, creativity, and strong positive character traits.

Vision Statement:Highcroft Drive Elementary students will become adaptable learners through the development of strongacademic skills as we integrate all disciplines, including the arts and technology. Our school communitywill nurture the whole student through high expectations, differentiated instruction, and inquiry basedlearning, which will ensure high academic achievement in the 21st century for all students. The learningcommunity will do so by offering collaborative support while providing a healthy, safe, diverse andengaging school environment.

Value Statement:The staff of Highcroft Drive Elementary will...-build and foster trusting relationships between staff, students, and families.-provide a welcoming climate, nurturing atmosphere, and safe learning environment for all children.-promote academic excellence by adhering to the Common Core and Essential Standards.-differentiate instruction to meet the needs of a diverse population of students.-utilize best practices to promote student success through continuous learning, self-reflection, andinnovation.-collaborate to develop consistent instructional strategies using a variety of assessment data.-provide opportunities for parents, students, staff, and community members to collaborate and worktoward common goals.


Summary of Goals, Key Processes and Action StepsSchool: Highcroft ESPlan Year 2014-2016LEA: Wake County (920)

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School Goal By June 2016, 90% of K-5 students will meet their expectedgrowth target in reading as measured by research-basedassessments (K-3) and EOG's (3-5) as reported by EVAAS.

Goal Manager K-2 teacher, 3-5 teacher, support staffStrategic Objective Learning and Teaching

State Board of Education Goal 21st Century StudentsData Justification for Goal Based onComprehensive Needs Assessment

EOG:*All of our subgroups by ethnicity were at 80% or higherwith the exception of our African American subgroup whichwas at 56%

*At Highcroft only 25.6% of our African American studentspassed the reading EOG

*At Highcroft only 28.7% of our economically disadvantagedstudents passed the reading EOG

*At Highcroft only 9.4% of our Limited English Proficientstudents passed the reading EOG

*At Highcroft only 12.9% of our students with disabilitiespassed the reading EOG

mCLASS:

*Limited Dibels growth was present in grades K and 3

Case 21:

*Case 21 Reading scores went down from Q1 to Q2 inGrades 3 and 5

1 Key Process Maintain a Daily Café literacy block structure that allows teachers toimplement with fidelity Close Reading across content areas and Letterland(K-2/intervention) to increase reading stamina, interaction with the text,and consistent application of reading strategies.

Process Manager Dana Walters, Kirsten AbelCompletion Date Jun - 2016

Restrainers Time; Limited opportunity for high quality professional development withfollow-up

Resources Literacy Coach; Special Ed Teachers; AIG Teacher; mClass DIBELS and TRC &Digging Deeper Assessments; C-MAPP, Leveled Bookroom; Media Collection;Classroom Libraries; Daily 5; CAFÉ; Study Island; RAZ Kids; Tumblebooks; PebbleGo (K-2); SMART Exchange; Time for Kids; Elementary (K-3 Read to Achieve Plan);DPI unpacking documents; Instructional Support Staff; Highly Qualified Teachers;Utilize all budget flexibility allowed by DPI, General Statue Laws, and policies;Healthy active children policy; safe and orderly schools plan, character educationplan; duty free lunch and planning built into the master schedule; ParentAssociation and Community resources; Literacy Night



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Measurable ProcessCheck(s)

The data team will collect and analyze individual classroom literacy dataquarterly using universal screening data, benchmark data, and classroomobservations of Letterland and Close Reading for fidelity of implementationand impact on student achievement. This team will consist of Special Ed.,AIG, Literacy Specialists, School Counselor, IRT and Administrators.

1 Action Step Grade Level Teachers will identify students that arebelow benchmark on BOY universal screening data.

Timeline From 7/2014 To 8/2014

2 Action Step The Data Team will create a spreadsheet thatidentifies students that are below benchmark with afocus on our subgroups that aren't recognized.


3 Action Step Teachers will input student data into the speadsheetthat will be located on the shared directory.


4 Action Step Professional development on implementation of CloseReading/annotating across content areas andLetterland (K-2 teachers/support staff) will beprovided on staff development days and/or throughcoaching cycles.


5 Action Step The SIT Team will reevaluate 2014-15 professionaldevelopment to see what our next steps will be.


6 Action Step Professional Learning Teams will analyze studentwork samples, universal screening data, benchmarkdata, and common grade level assessments to ensureLetterland and Close Reading are being implementedeffectively with fidelity.


7 Action Step PLT's will evaluate end of unit data to determine ifproficiency was at 90% or greater.


8 Action Step Teachers will provide targeted instruction to allsubgroups in order to make Annual Yearly Progress.


9 Action Step Teachers will progress monitor identified students toassess the effectiveness of differentiated instruction.




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10 Action Step Teachers share best practices, resources, strategies,interventions, etc... during PLT's.


11 Action Step Professional Development on implementation ofwriting best practices will be provided on staffdevelopment days and/or through coaching cycles.Teachers will learn how to launch, develop, and finetune a readers notebook program across contentareas to maximize student growth in writing.




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School Goal By June 2016, 90% of K-5 students will meet their expectedgrowth target in math as measured by research-basedassessments (K-2) and EOG's (3-5) as reported by EVAAS.

Goal Manager K-2 teacher, 3-5 teacher, support staffStrategic Objective Learning and Teaching

State Board of Education Goal 21st Century StudentsData Justification for Goal Based onComprehensive Needs Assessment

EOG:

*In 4th grade math we had a significant drop in our scores

*All of our subgroups by ethnicity were at 80% or higherwith the exception of our African American subgroup whichwas at 46%

*8% of our AIG students did not reach proficiency

*At Highcroft only 22.2% of our African American studentspassed the math EOG

*At Highcroft only 27.7% of our economically disadvantagedstudents passed the math EOG

*At Highcroft only 17.4% of our Limited English Proficientstudents passed the math EOG

*At Highcroft only 12.4% of our students with disabilitiespassed the math EOG

Case 21:

*Case 21 Math scores went down from Q1 to Q2 in Grade 4

1 Key Process Maintain a math block that promotes student engagement in relevantreal-world mathematical discourse specifically focusing on mathematicalpractices #3 (construct viable arguments and critique reasoning of others)and #5 (use appropriate tools strategically)from the Common Core.

Process Manager Jan Harrison, Sara BowersCompletion Date Jun - 2016

Restrainers Time; Multiple levels of achievement in classrooms; Limited opportunity forhigh quality professional development with follow-up

Resources Instructional Support Staff; Study Island, Math Expression; Think Central; C-MAPP; EVAAS, EOG, K-2 assessmentdata; Case 21 Grades 2-5; Math Common Core; 8 mathematical practices; DPI unpacking documents; EASi; RTITeam: Instructional Support Staff; Highly Qualified Teachers; Utilize all budget flexibility allowed by DPI,General Statue Laws, and policies; Healthy Active children policy; Safe and orderly schools plan, charactereducation plan, Duty free lunch and planning (master schedule), parent association and community resources



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Measurable ProcessCheck(s)

The data team will analyze classroom walkthrough math data quarterly toensure math talk is taking place, Close Reading and annotating is presentwhen solving word problems, relevant/authentic tasks are being providedto students, and students are cross-checking their work with appropriatetools for implementation. Case 21 data will also be analyzed. The datateam will be looking for fidelity of implementation, as well as, the impact onstudent achievement. This team will consist of Special Ed., AIG, LiteracySpecialists, School Counselor, IRT and Administrators.

1 Action Step The SIT Team will create an instrument ofnon-negotiable best practices for math instruction byJuly 21, 2014.


2 Action Step The instrument of non-negotiable best practices formath instruction will be shared with the staff by July30, 2014.


3 Action Step Administration will do math walk-throughs to collectdata on the use of the non-negotiable best practices.


4 Action Step Professional development on Math Talk andmathematical practices #3 and #5 will be providedon staff development days and during ProfessionalLearning Teams.


5 Action Step The SIT Team will reevaluate 2014-15 professionaldevelopment to see what our next steps will be.


6 Action Step Professional Learning Teams will analyze studentwork samples, benchmark data, and common gradelevel assessments to plan flexible math groups intheir classroom or within their grade level to meet theneeds of all students.


7 Action Step PLT's will evaluate end of unit data to determine ifproficiency was at 90% or greater.


8 Action Step Teachers will provide targeted instruction to allsubgroups in order to make Annual Yearly Progress.




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9 Action Step Teachers share best practices, resources, strategies, interventions, etc... during PLT's.


10 Action Step The Data Team will track grade level data in math inorder to provide vertical planning where needed withfidelity.



Waiver RequestSchool: Highcroft ESPlan Year 2014-2016

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Date Jul - 2014Waiver RequestedNAHow will this waiver impact school improvement?NAPlease indicate the type of waiver: LocalPlease indicate the policy to be waived NA

Date Aug - 2015Waiver RequestedN/AHow will this waiver impact school improvement?N/APlease indicate the type of waiver: LocalPlease indicate the policy to be waived N/A


Summary Sheet of Professional Development ActivitiesSchool: Highcroft ESPlan Year 2014-2016School Year: 2014-2015

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:CloseReading/AnnotatingAcross Content Areas

All Certified Staff By June 2016, 85% of K-5 studentswill meet their expected growthtarget as measured byresearch-based assessments inreading.

Not all subgroupsare making adequateyearly progress

Math Talk All Certified Staff By June 2016, 85% of K-5 studentswill meet their expected growthtarget as measured byresearch-based assessments inmath.

Not all subgroups aremaking yearlyprogress


Summary Sheet of Professional Development ActivitiesSchool: Highcroft ESPlan Year 2014-2016School Year: 2015-2016

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:Professional Development will beprovided to all certified staff memberson written response to text and howwriting can be incorporated acrosscontent areas. Two book studies willalso be offered to staff members thisyear. The books we have chosen touse are Notebook Connections and Literature Circles.

All Certified StaffMembers

The ProfessionalDevelopmentactivities aresupported by ourReading Goal.

The supporting datashows that ourstudents are notgrowing due to theTRC writtenresponse.


Intervention Planning MatrixSchool: Highcroft ESPlan Year 2014-2016School Year: 2014-2015

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Reading Math Behavior

Data Decision Processfor Entry and Exit

• Once mClass BOY assessments have beencompleted, grade levels, administration, andinterventionists rank students according totheir composite scores on mClass, and theirTRC's.• Digging Deeper assessments will beadministered, as outlined by WCPSSUniversal Screening and DiagnosticAssessment Flowchart in the mClass Reading3D K-5 Quick reference Guide.• Once we have triangulated all of ourstudent data, including teacher observation abest service meeting will be held by gradelevels, administration, ESL,CCR, interventionists and all other stakeholders to determine what service will bestmeet students' needs.• Students identified as needing interventionwill be discussed and documented duringmonthly PLT's to ensure all students notachieving at benchmark are reviewed andthe target learning focus is updated and/or modified.• New students arriving throughout theschool year who demonstrate a need asevidenced by the above assessments will bediscussed at monthly PLT's and documentedon the data team spreadsheet.• Data used to determine student need willinclude the following: mClass, benchmarkdata, EOG, digging deeper assessments,report cards, teacher observation, and anyanecdotal notes.• Students will exit intervention whenbenchmark is achieved.

• The following data will be evaluated todetermine student needs: summativeassessments, teacher observations, reportcards, retention, special services, Case 21,EOG's, Number Knowledge assessment,PEP's from the previous year• Once we have triangulated all of ourstudent data, including teacher observation abest service meeting will be held by gradelevels, ESL,administration, CCR, interventionists and allother stake holders to determine whatservice will best meet students' needs.• Students will exit intervention whenbenchmark is achieved

• Individual discipline data will be discussedas needed during PLT's



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InterventionStructure

• Intervention Service:direct instruction inpull-out or push-in groups 20-30 minutes aday 2-4 days a week• Strategic Service: push-in 10-20 minutes aday 2-4 days a week• Classroom strategy groups: 5-15 minutes2-4 days per week as prescribed by theclassroom teacher

• Strategic Service: push-in 10-20 minutes aday 2-4 days a week• Classroom strategy groups: 5-15 minutes2-4 days per week as prescribed by theclassroom teacher• Classroom teachers will providedifferentiated core in flexible homogeneousgroups

• Classroom-based interventions will bedelivered throughout the day by coreteachers• More intense interventions like Social Skillsinstruction will be delivered by the guidancecounselor

Instruction

• Based on need, students will be served insmall groups of 3-6 students• Intervention Teachers will use levelledbooks and the resources found in Next STEPSto Literacy to differentiate instruction• All intervention formats will be direct andexplicit instruction based on student needand guided by assessment data,collaboration, and anecdotal notes• Focus of intervention lessons will bediscussed at monthly data team meetings

• Classroom teachers will providedifferentiated core in flexible homogeneousgroups• Classroom Strategy Groups: 5-15 minutes1-3 days per week

• Once a month during PLT's, grade levelsdiscuss student concerns• Students who receive Social SkillsInstruction are taught behavior specificlessons



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Assessment andProgress Monitoring

• mClass benchmark• WCPSS Digging Deeper• Formative Assessments• Report Card• Case 21• EOG• mClass progress monitoring followingWCPSS Steps to Effective ProgressMonitoring with Dibels Next• Students will be progress monitored by theclassroom teacher, unless otherwise noted• Students in the red will be progressmonitored every 10 school days andstudents in the yellow will be progressmonitored every 20 school days• Duration, frequency, and intensity will beadjusted based on progress monitoring datapoints and following the RtI framework

• K-1 Summative Assessments• Formative Assessments• Report Card• Case 21• EOG's• Math Journals• Students will be progress monitored asneeded

• Based on the data, the interventionfrequency will either decrease or increaseand/or become more targeted

Curriculum/Resources

• Letterland Intervention Strand• mClass Now What?• mClass Small Group Advisor• Next STEPS to Literacy• Great Leaps• FCRR• Leveled Books• C-MAPP

• C-MAPP• Math Expressions• Vocabulary Cards• Math Expression Defferentiated Task Cards

• Character Education• Social Skills Instruction



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Data Decision Process for Entry and Exit

• Once mClass BOY assessments have beencompleted, grade levels, administration, andinterventionists rank students according totheir composite scores on mClass, and theirTRC's. Teachers will input student data ontoHighcroft's data spreadsheet.• The SIT/Data Team will meet to discuss allthese students.• Data used to determine student need willinclude the following: mClass, benchmarkdata, EOG, digging deeper assessments,report cards, teacher observation, and anyanecdotal notes.• Students at Highcroft will receive intensiveinterventions when they have a redcomposite and a red TRC level.•Kindergarten students will be identified forintensive interventions mid-year.•Students at Highcroft will receive strategicinterventions in the classroom when theyhave a red composite and a yellow TRC level.•Intensive and strategic interventions willoccur in the classrooms or with an additionalservice provider.• Once we have triangulated all ofour student data, including teacherobservation abest service meeting will be held by theSIT/Data Team and all other stake holders todetermine what service will best meetstudents' needs.• Students identified as needingintervention will be discussed anddocumented duringmonthly PLT's to ensure all studentsnot achieving at benchmark are reviewedandthe target learning focus is updatedand/or modified.• New students arriving throughoutthe school year who demonstrate a need asevidenced by the above assessments willbe discussed at monthly PLT's anddocumentedon the data team spreadsheet.•Students at Highcroft will exit interventionwhen they have 2 or more data pointsthat are at or above benchmark.

• The following data will be evaluatedto determine student needs:summative assessments, formativeassessments, teacher observations,report cards, Case 21, EOG's, KindergartenNumber Knowledge assessment, KEA data,AIMS Web M-CAP (select students), mathwalk-through data, Student Plans from theprevious year• Once we have triangulated all ofour student data, including teacherobservation abest service meeting will be held by SIT/Datateam and all other stake holders todetermine what service will best meetstudents' needs.• Students identified as needing intervention will be discussed and documented duringmonthly PLT's to ensure all students not achieving at benchmark are reviewed andthe target learning focus is updated and/or modified.• New students arriving throughout the school year who demonstrate a need asevidenced by the above assessments will be discussed at monthly PLT's and documentedon the data team spreadsheet.• Data used to determine student need will include the following: AIMS Web M-CAP,common assessment data, EOG's, diggingdeeper assessments, report cards, teacherobservation, and any anecdotal notes.•Students at Highcroft will receiveintensive/strategic interventions during themath block.Our math block should be 60 minutes of coreinstruction with 20 additional minutes formath intervention in K-1 and 15 additionalminutes for 2-5.•During intervention time, groups will beflexible.•Students at Highcroft will exit interventionwhen they have 2 or more data pointsthat are at or above benchmark.

• Individual discipline data will be discussedas needed during PLT's• Other data to consider:Attendance dataWalk through observationsStudent feedback (perception) surveyStaff Survey (Teacher Working Conditionsand Staff Assessment Survey)



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Intervention Structure

• Intervention Service:direct instruction inpull-out or push-in groups 20-30 minutes aday 2-4 days a week• Strategic Service: push-in 10-20 minutes aday 2-4 days a week• Classroom strategy groups: 5-15 minutes2-4 days per week as prescribed by theclassroom teacher

• Based on need, students will be identifiedand will be served in small groups of 4-6students during math intervention time• The master schedule allows for classroomstrategy groups: 20 additional minutes formath intervention in K-1 and 15 additionalminutes for 2-5 at least 4 days per week asprescribed by the classroom teacher • Classroom teachers willprovide differentiated core in flexiblehomogeneous groups

• Classroom-based interventions will bedelivered throughout the day by coreteachers, including behavior contracts• More intense interventions like Social Skillsinstruction will be delivered by the schoolcounselors in a small group or 1:1 setting

Instruction

• Based on need, students will be served insmall groups of 3-6 students• Intervention Teachers will use levelledbooks and the resources found in Next STEPSto Literacy to differentiate instruction• All intervention formats will be direct andexplicit instruction based on student needand guided by assessment data,collaboration, and anecdotal notes• Focus of intervention lessons will bediscussed at monthly data team meetings

• Classroom teachers willprovide differentiated core in flexiblehomogeneousgroups• Assessing Math Concepts diagnosticassessments will be administered forKindergarten, as outlined by WCPSS• Teachers should include warm up, conceptbuilding and reflection• Intervention formats will be direct andexplicit instruction

• School-wide expectations developed andtaught.• Husky pledge implemented school-wide• Once a month or as needed during PLT's,grade levelsdiscuss student concerns• Once a quarter during SIT/Data teammeetings, whole school and grade level datais reviewed.• Students who receive SocialSkills Instruction are taught behaviorspecific lessons in a small group setting• Examples for Social Skills: Second Step,Skills Streaming•Lessons exist to teach school-wideexpectations and reteach them



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Assessment and Progress Monitoring

• mClass benchmark• WCPSS Digging Deeper• Letterland (K-2/intervention)• Formative Assessments• Report Card• Case 21• EOG• mClass progress monitoring followingWCPSS Steps to Effective ProgressMonitoring with Dibels Next• Students will be progress monitored by theclassroom teacher, unless otherwise noted• Students in the red will be progressmonitored every 10 school days andstudents in the yellow will be progressmonitored every 20 school days• Duration, frequency, and intensity will beadjusted based on progress monitoring datapoints

• K-1 Summative Assessments• Formative Assessments• Report Card• Case 21• EOG's• AIMS Web M-CAP• Math Journals• Students will be progress monitored asneeded

• Based on the data, the interventionfrequency will either decrease or increaseand/or become more targeted• Behavior data collection forms to collectbaseline data and progress monitorbehavioral goals• Based on the data reviewed the frequencyand duration of the intervention will beincreased, faded, or modified• School Counselor Advisory committeemeets 2x/year to discussstudent growth

Curriculum/Resources

• Letterland Intervention Strand• mClass Now What?• mClass Small Group Advisor• Next STEPS to Literacy• Great Leaps• FCRR• Leveled Books• C-MAPP

• C-MAPP• Math Expressions• Vocabulary Cards• Math Expression Differentiated Task Cards• K-5 Math Alignment Lessons• AIMS Web M-CAP• Mathematical Practice Standards posted inevery classroom

• Character Education• Social Skills Instruction• SS Grin• Second Step• PALS• Behavior Contracts

Documents

School: Highcroft ES School Improvement Plan 2014-2016