DeLong Elementary

Continuous Achievement Plan 2018-19 | Q2

Our vision at DeLong emphasizes our strength in being a community of learners. We

encourage confidence, knowledge, responsibility and citizenship in our students and

ourselves. We support academic and social/emotional development through

equitable teaching practices.

Our mission at DeLong strives to develop strong partnerships with families and the

community by enlisting the power of parent, community and family involvement in

our school. DeLong works in conjunction with our community to teach and

encourage students to become successful, self-confident learners and citizens.

EARLY LEARNING

GOAL: The percentage of African American students in the red

for phonics based on iready will decrease from 50% (6

students) to 16% (2 students).

These students will shift from a minimal understanding of grade level phonics and word analysis to an intermediate

understanding of grade level phonics and word analysis.

Action StepStudents will meet in small groups to participate in a variety of phonics based programs during RTI to focus on Phonics and

word analysis. Sips, Putnik, Science vocabulary readers.

Action StepStudents will be assessed weekly on phonics and word analysis through building phonics screener.

Measurement

Date

Resources AvailablePhonics screeners, small group materials

Resources NeededSolution Tree PD, PD on Creation and use of CFA’s. PD around conferring re:CFA's and exit slips

ResponsibleGrade level teachers, IC’s and Building Administration

3 African American 1 Reading

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

12/5/2018

ACADEMIC EXCELLENCE

GOAL: Decrease% of targeted students in Gr. 4, level 1 on

reading Iready from 60% to 30% by end of quarter 2 as

indicated by fall iready.

Multiracial /other students in Gr. 4 in level 1 on iready will increase understanding of grade level vocab and phonics by winter.

Action StepReading Priority standards RF3- Know and apply grade level phonics. L4- determine or clarify the meaning of unknown or

multiple meaning words and phrases based on gr. 4 reading content. Small group intervention instruction daily, 1 on 1

conferring weekly, CFA's / Exit slips feedback and reasses.

Action StepParticipation in guided reading & RTI groups daily led by the teacher. Daily formative assessments / exit slips will be used

to monitor progress in determining theme and summarizing a text using Toolkits, leveled readers in Reading Street, and

iReady lessons.

Measurement

Date

Resources AvailableInstructional coach, access to IAB’s, Guided Reading Sets, Comprehension Toolkit, weekly CFA's, Daily exit slips

Resources NeededSolution Tree PD, PD on Creation and use of CFA’s. PD around conferring re:CFA's and exit slips

ResponsibleGrade level teachers, IC’s and Building Administration

4 Other/Multiracial 2 Reading

GRADE LEVEL AREA OF FOCUS GROUP

IAB ELA (Interim Assessment Blocks English Language Arts)

Jan. 31

ACADEMIC EXCELLENCE

GOAL: Decrease% of Hispanic students in Gr.5, level 2 on

writing SBA from 61.5% to 30% (Fewer students scoring in

Level 2)from 8 students to 4

Hispanic students in Gr. 5,level 2 ELA SBA, will increase understanding of low complexity (beginning of year)text to reading high

capacity (mid/end year)text with adequate understanding using evidence to support thinking.

Action StepDetermine a theme of a story, drama, or poem from details in the text, show characters in story/drama summarize the

text. Engage in whole/small group instruction daily and 1 on1 conferring weekly per CFA's and Exit slips.

Action StepProduce clear and coherent writing in which the development and organization are appropriate to task, purpose, and

audience, gives examples of understanding text.Engage in whole/small group instruction daily and 1 on1 conferring

weekly per CFA's and Exit slips.

Measurement

Date

Resources AvailableInstructional coach, access to IAB’s, Guided Reading Sets, Comprehension Toolkit, weekly CFA's, Daily exit slips

Resources NeededSolution Tree PD, PD on Creation and use of CFA’s. PD around conferring re:CFA's and exit slips

ResponsibleGrade level teachers, Instructional Coach, Building Administration.

5 Hispanic 2 Reading

GRADE LEVEL AREA OF FOCUS GROUP

IAB ELA (Interim Assessment Blocks English Language Arts)

10/20/2018

EARLY LEARNING

GOAL: The %of third graders performing at level 2 in Numbers

and Operations as measured by i-Ready, will decrease from

31% to 15% (from 18 to 9 students).

Increase understanding of using multiplication and division within 100 to solve word problems involving equal groups, arrays,

and measurement quantities,fluently multiply and divide within 100

Action StepApplication of multiplication and division mathematics in real world problems is a prerequisite of fluency and conceptual

understanding at proficient levels. Students will engage in whole/small group instruction daily.

Action StepEstablish a foundation of multiplication and division fluency, building upon the other x,/ standards, to go into deeper level

thinking and developing conceptual understanding.USe multiple representations and represent minimum of three ways:

equations, math mountains, drawings, or manipulatives

Measurement

Date

Resources AvailableInstructional coach, access to IAB’s,Grade level PLC's, smart goal setting, CFA creation, Daily exit tasks.

Resources NeededSolution Tree PD, PD on Creation and use of CFA’s

ResponsibleGrade level teachers, IC’s and Building Administration

3 African American 2 Concepts and Procedures

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

10/20/2018

ACADEMIC EXCELLENCE

GOAL: Decrease percentage of level 1 hispanic students in

grade 4 Iready Math from 64.3% to 45% by the end of January,

2019.

40AA3: Students will demonstrate an understanding of place value and multi digit addition and subtraction by increasing scores

by 20% on the next iready.

Action StepDaily practice of basic addition and subtraction facts. Progress will be monitored by exit tasks, quixk quizzes, pass rate on

iready instruction and/or formative assessments.

Action StepWork on concrete or visual mocels in order to focus on the place value concepts. Progress will be monitored ny exit tasks ,

quick quizzes pass rate on iready instruction and/or formative assessments.

Measurement

Date

Resources AvailableGrade level teachers, IF , LRC, LAP, Title and Admin.

Resources NeededSolution Tree PD, PD on Creation and use of CFA’s

ResponsibleGrade level teachers, IC’s and Building Administration

3 African American 2 Concepts and Procedures

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

10/20/2018

4 Hispanic 1 Concepts and Procedures

GRADE LEVEL AREA OF FOCUS GROUP

iReady-Math (iReady Universal Screener)

1/31/2019

ACADEMIC EXCELLENCE

GOAL: Decrease % of African American students in Grade 5,

level 2 on Math iready from 52% to 37.5%.

5.NF.1-2 Add and subtract fractions with unlike denominators. 5.NBT.1-3 Add and subtract decimals.

Action StepSmall gr. Instruction 20 mins. Per day using strategies of models and manipulatives, expressions differentiated cards and

intervention curriculum.

Action StepAssign specific Iready lessons to those students.

Measurement

Date

Resources AvailableInstructional coach, access to IAB’s,Grade level PLC's, smart goal setting, CFA creation, Daily exit tasks.

Resources NeededSolution Tree PD, PD on Creation and use of CFA’s

ResponsibleGrade level teachers, IC’s and Building Administration

3 African American 2 Concepts and Procedures

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

10/20/2018

5 African American 2 Concepts and Procedures

GRADE LEVEL AREA OF FOCUS GROUP

CFA (Common Formative Assessment)

2/1/2019

EARLY LEARNING

GOAL: By the end of Q2 50% of students in level 1 will shift to

level 2 by verbalizing 20 letter names when shown 52 letters.

Students initial knowledge in ELA was assessed using Wakids assessment with focus on letter recog. And letter sounds. Student

data was analyzed and compared with report card competencies to determine benchmarks.

Action StepStudents will receive whole group instruction as well as weekly small group guided reading lessons, at their instructional

level. Guided reading groups will be at students' reading level.

Action StepTeacher will use Basic Skills Screener monthly to track progress on letter names. Data will be used to inform guided

reading groups as well as one on one support.

Measurement

Date

Resources AvailableInstructional coach, access to IAB’s, Guided Reading Sets, Comprehension Toolkit, interventionists in reading, Nellie Edge

Training, para educator for 1-on-1/small group support

Resources NeededSupport during plc's for grouping students as well as implementing workshop model. Para time.

ResponsibleBuilding Admin, teachers, Interventionists, Instructional coach, after school coordinator , LRC support.

K Other/Multiracial 1 Reading Foundational Skills

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

First reporting period

EARLY LEARNING

GOAL: 1st grade Pacific Islander students will improve 1 DRA

level.

Students will Retell stories, including key details, and demonstrate understanding of their central message or lesson increasing

their foundational reading knowledge.

Action StepStudents will participate in a guided reading group or strategy group with teachers 4-5 times a week focusing on improving

reading with accuracy and fluency to support comprehension.

Action StepStudents will participate in a guided reading group or strategy group with teachers 4-5 times a week focusing on

determining or clarifying the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and

content, choosing from an array of strategies.

Measurement

Date

Resources AvailableInstructional coach, access to IAB’s, Guided Reading Sets, Comprehension Toolkit, interventionists in reading

Resources NeededSolution Tree PD, PD on Creation and use of CFA’s, ability to offer ELO to our youngest learners.

ResponsibleBuilding Admin, teachers, Interventionists, Instructional coach

1 Pacific Islander 2 Reading Foundational Skills

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

First reporting period

EARLY LEARNING

GOAL: Decrease the number of level 1 students in

phonoplogical awareness from 28% (17 students) to 18% (11

students) .

Students will increase decoding common 2nd grade spelling patterns vc/cvc, long vowel sounds and complex patterns such as

cvcc, r controlled vowels, consanent digraphs and dipthongs per Iready fall rdg IG profile.

Action StepAdminister Words Their Way spelling inventory diagnose specific phonics needs for students, create groups per inventory.

Action Step17 students, WTI focusing on specific phonics skills identified by WTW inventory Assess.

Measurement

Date

Resources AvailableIF, DRA progress monitoring passages, other short/cold and hot timed running records, GR booksets, Iready lessons

Making meaning, words their way.

Resources NeededWords Their Way Sorts and inventory, guided book room materials

Responsible2nd grade team

2 Other/Multiracial 1 Reading Foundational Skills

GRADE LEVEL AREA OF FOCUS GROUP

CFA (Common Formative Assessment)

1/1/2019

EARLY LEARNING

GOAL: The number of African American students scoring in

level one will decrease from 50%(6 students) to 16% (2

students)

Determine the main idea of informational text, recount the key details and explain how they support the main idea.

Action StepLessons on reading informational text will come from comprehension tool kit, having students find answers within the

text. 1 strategy every 2 weeks.

Action StepTeachers will meet with three reading groups per day.

Measurement

Date

Resources AvailableInstructional coach, access to IAB’s, Guided Reading Sets, Comprehension Toolkit, interventionists in reading

Resources NeededSolution Tree PD, PD on Creation and use of CFA’s, ability to offer ELO throughout the school year, beginning in the Fall.

ResponsibleBuilding Admin, teachers, Interventionists, Instructional coach

3 African American 1 Reading Informational Text

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

end of first grading period

ACADEMIC EXCELLENCE

GOAL: Decrease % of targeted students in Gr. 4 level 1 on

Reading Iready from 60% to 30% by end of quarter 2 as

indicated by fall iready data.

Multiracial/other students in Gr. 4 in level 1 on iready will increase understanding of grade level vocabulary and phonics by

Winter.

Action StepRdg prority standards RF.3 know/apply GL phonics. L4 determine/clarify the meaning of unknown and multiple meaning

words/phrases at gr.4 reading and content. Small group interv. Instruction daily, 1on1 conferring weekly, exit

slips,feedback and reasses.

Action StepParticipation in guided Rdg, and RTI groups daily-led by teacher. Daily formative assess/exit slips used to monitor progress

on grade level vocab and phonics using leveled rders, rdg street and iready lessons.

Measurement

Date

Resources AvailableInst. Coach, access to IAB's, Guided Reading sets, Iready online instruction, weekly CFA's, daily exit slips.

Resources NeededPD on creation and use of CFA's PD around conferring re: CFA's, exit slips, student data tracking.

ResponsibleGL teachers, interventionists, IC's and Building Admin.

3 African American 1 Reading

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

12/5/2018

4 Other/Multiracial 1 Reading Foundational Skills

GRADE LEVEL AREA OF FOCUS GROUP

iReady-Reading (iReady Universal Screener)

End of 1st grading period

ACADEMIC EXCELLENCE

GOAL: 5th gr.AA students will increase the minimal knowledge

of reading text and gathering meaning from 39% level 2 to

19% level 2 .

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to

challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Action Step Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the

text established through daily whole group/small group and weekly 1:1 conferring.

Action StepRead with sufficient accuracy and fluency to support comprehension. Compare and contrast stories in the same genre and

their approaches to similar themes and topics established through daily whole group/small group and weekly 1:1

conferring.

Measurement

Date

Resources AvailableInstructional coach, access to IAB’s, Guided Reading Sets, Comprehension Toolkit, interventionists in reading and math,

ELO opportunities

Resources NeededSolution Tree PD, PD on Creation and use of CFA’s, full year ELO, beginning in Fall.

ResponsibleBuilding Admin, teachers, Interventionists, Instructional coach, after school coordinator (ELO opportunities)

3 African American 1 Reading

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

12/5/2018

5 African American 2 Reading Informational Text

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

first reporting period

EARLY LEARNING

GOAL: 50% of level 1 students will shift to level 2 by accuratly

rote counting to 20 or higher when prompted.

Students initial knowledge of math assessed by WAKids Assessments with focus on counting and number

recognition.

Action StepSmall group & 1:1 Initial data analyzed and compaired to reading competencies to determine benchmarks.

Action StepSmall group & 1:1 para support weekly focus on the number & order of objects and understand that each successive

number name refers to a quantity that is one larger.

Measurement

Date

Resources Available0

Resources Needed

ResponsibleBuilding Admin, teachers, Interventionists, Instructional coach, after school coordinator (ELO opportunities)

K Other/Multiracial 1 Counting & Cardinality

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

By Quarter 2 Beginning

EARLY LEARNING

GOAL: PI students in gr. 1 will increase the minimal knowledge

of numbers and operations in base 10 from 18 % level 2 to

fewer than 10% level 2 .

Students will use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from,

putting together, taking apart, and comparing, with unknowns.

Action StepStudents will use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from,

putting together, taking apart, and comparing, with unknowns.

Action StepUnderstand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to

compose a ten.Established through whole group/small group daily instruction and 1:1 conferring over exit tasks weekly.

Measurement

Date

Resources AvailableInstructional coach, access to IAB’s, interventionists in reading and math

Resources NeededSolution Tree PD, PD on Creation and use of CFA’s, full year ELO, beginning in Fall and extending for our youngest

students.

ResponsibleBuilding Admin, teachers, Interventionists, Instructional coach, after school coordinator (ELO opportunities)

1 Pacific Islander 2 Number and operations in base 10

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

first reporting period

EARLY LEARNING

GOAL: Decrease the number of level 2 students from 48% (29

students) to 31%(19 students).

Students will read and write numbers up to 100 using place value, standard, expanded word form with concrete

representations focusing on the value of each digit 24, 2 tens and 4 ones and 24 ones.

Action StepUse concrete and visual models: hunds.tens ones, blocks, pics, HTO chart to develop place value understanidng in whole

group, daily instruction, small group 3-4 times weekly.

Action StepGive place value, unit 6 QQ 1 as preassessment to 29 stuents to determine student groupings. Groups 3-4s weekly with

classroom teacher or coach (if needed).

Measurement

Date

Resources AvailableAssessment fromPG

Resources Needed2nd grade team and Inst. Coach

ResponsibleBuilding Admin, teachers, Interventionists, Instructional coach, after school coordinator (ELO opportunities)

2 Other/Multiracial 2 Number and operations in base 10

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

1/1/2019

EARLY LEARNING

GOAL: The number of African America students scoring at a

level 2 or below in AT will decrease from 57% (7 students) to

16% ( 2 students)

Students will use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and

measurement quantities.

Action StepStudents will Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and

division established through whole/small group instruction daily and 1:1 conferring.

Action StepSolve two-step word problems using the four operations. Represent these problems using equations with a letter standing

for the unknown quantity.

Measurement

Date

Resources AvailableInstructional coach, access to IAB’s, interventionists in reading and math

Resources NeededSolution Tree PD, PD on Creation and use of CFA’s, full year ELO, beginning in Fall and extending for our youngest

students.

ResponsibleBuilding Admin, teachers, Interventionists, Instructional coach, after school coordinator (ELO opportunities)

3 African American 2 Operations & Algebraic Thinking

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

First reporting period

ACADEMIC EXCELLENCE

GOAL: Decrease the percentage of Asian students scoring a

level 2 in claim 28 Algebraic thinking from 82% to 50%.

Sstudents will shift from minimal understanding of claim 28 to a higher level of understanding with adequate use of evidence to

support their thinking and prove growth of understanding in algebraic number sense.

Action StepStudent will Identify factors and multiples of a # within 100, determine whether prime or composite per claim 28.

Students will receive daily feedback per exit slips.

Action StepStudents will engage daily in whole group math instruction as well as 1 on 1 conferring and small group instruction with

teacher weekly. Extended learning opportunities in math will be offered.

Measurement

Date

Resources AvailableInstructional coach, access to IAB’s, interventionists in math, ELO opportunities

Resources NeededSolution Tree PD, PD on Creation and use of CFA’s

ResponsibleBuilding Admin, teachers, Interventionists, Instructional coach, after school coordinator (ELO opportunities)

3 African American 1 Reading

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

12/5/2018

4 Asian 2 Operations & Algebraic Thinking

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

10/20/2018

ACADEMIC EXCELLENCE

GOAL: PI students in gr. 5 will increase the minimal knowledge

of numbers and Operations in Fractions from 58% level 2 to

fewer than 35% level 2 .

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

Action StepAdd, subtract, multiply, and divide decimals to hundredths, using models and strategies based on place value, properties

of operations, and/or the relationship between addition and subtraction; explain reasoning.

Action StepSolve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike

denominators established through daily whole/small group instruction and weekly 1:1 conferring.

Measurement

Date

Resources AvailableInstructional coach, access to IAB’s, interventionists in math, ELO opportunities

Resources NeededSolution Tree PD, PD on Creation and use of CFA’s, ELO materials

ResponsibleBuilding Admin, teachers, Interventionists, Instructional coach, after school coordinator (ELO opportunities)

3 African American 1 Reading

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

12/5/2018

5 Pacific Islander 2 Number and Operations Fractions

GRADE LEVEL AREA OF FOCUS GROUP

CBA (Classroom-Based Assessment - developed by Washington's OSPI)

first grading period