Charjean Since 1950
Charjean Since 1950 GROW THINK LEARN
Southeast Region Data PresentationFirst 60 Day Report 2011-12
Memphis’ Premier Elementary School
SCHOOL DEMOGRAPHICS
Current Enrollment -394
Special Education PopulationSpeech –9CLUE- 12
Resource – 26Self Contained - 0
Ethnicity/Race- African-American – 287
- Hispanic – 117- White – 0- Asian – 0
- American Indian - 0
Special Education Population
- 47
TCAP –Alt (Portfolios) -2
Membership 1 Students- 184
ELL- 109
DEMOGRAPHICS 20 Day Period OAG 2+ Years SPED Count Students 5+ ABS ELL Count
1 20 45 1 1092 20 45 5 1093 11 47 26 117
Attendance
20 Day Report
96.8
93.4 94
Suspensions
20 Day Report
2 3 3
Referrals 20 Day Report
9 9 6
Expulsions
20 Day Report
0 0 0
Fights 20 Day Report
0 0 0
1 2 3 4 5 6 7 8 9
ATTENDANCE & BEHAVIOR
ACADEMIC REPORTMath
-What’s working-What’s not working
Reading / Language Arts -What’s working -What’s not working
Student Attendance -What’s working -What’s not working
Teacher Attendance -What’s working -What’s not working
Referrals -What’s working -What’s not working
IncidentsInterventions-What’s working-What’s not working
Over Age for Grade-What’s working-What’s not working
MATH
What’s working 1. Team Planning Meetings 2. Meeting the Stanford Math 90 Minute Expectation 3. Implementation of Calendar Math 4. Weekly assessments in TCAP format
What’s not working -Based on data1. Effective Data Analysis2. Quadrant D Math Instruction3. Small Group Instruction4. Knowledge of the math series5. Percent Correct First Attempt in Stanford Math
Grade 3 Geometry & Measurement MasteryFormative Assessment B
Stewart Lambert Taylor Smith0%
10%
20%
30%
40%
50%
60%
70%
53% (10)
67% (12)
41% (6)
33% (7)Series1
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-60%
Feedback
Strategy
Baseline Assessments
Formative Assessment BThird Grade MathArea: Geometry &
Measurement
Geometry & Measurement
Mastery 48% (35) Non 52%(38)
Hispanic 64% (14)Black 41% (21)
Number Tested -73(51-B 22-H)
MasteryStewart 53 % (10) H=100% (2)Lambert 67% (12) H= 62% (8)*Smith 33% (6)*Taylor 41 % (7) H= 57% (4)* Geometry and Measurement is a significant problem.*Teachers need more effective strategies for :SPI 0306.4.4 Perimeters of PolygonsSPI 0306.4.5 Measure/ToolsSPI 0306.4.7 Add/Sub LengthsSPI 0306.4.3 Line of Symmetry* AA students aren’t as successful in Geometry & Measurement as Hispanic students.* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students.* Teacher must better utilize Teach 5 & 6• Students are not receiving enough
practice on geometry and measurement
• Students in Mrs. Smith and Taylor classes will need more support.
1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in Teach 5 & Teach 6 weekly PD provided by facilitator/principal (Oct.-Mar.) and faculty (Oct. – Mar.).4) Engage in PD for better planning provided by select faculty (Oct.-Mar.)5)Provide Tier II and Tier III students with daily small group instruction.6)Regional Coaches (as scheduled) and Leadership Team(daily) will support Smith and Taylor. 7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8)Embed lower level Bloom’s and Checking for Understanding strategies in daily lesson deliveries.9) TAS and leadership team will aid teachers weekly with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during
the day and after school, and on Saturdays(Sept.-Apr.)
12) Practice tests will mirror the State testing in developing weekly and unit tests.
*Teachers/ Leadership Team will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, 10, & 12(Aug.-May).*Facilitator will be responsible for monitoring strategies weekly 2, 8, & 12 (Dec.-May.)*Facilitator and Principal will be responsible for monitoring of district and school site professional development monthly(Strategies 3 & 4). Aug-May*Regional Coaches and Principal will be responsible for Strategy 6. (Dec.-May)*In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 9 weekly. (Aug-May)
The Discovery Formative Assessment B results showed 3 of 4 classes did not meet the Benchmark in the area of Geometry Measurement.
Grade 4 Math Process MasteryFormative Assessment B
King Smith Tate0
10
20
30
40
50
60
70 62% (13)
41% (9)
52% (11)
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-60%
Feedback
Strategy
Baseline Assessments
Discovery Formative Assessment B
4th MathArea: Math Process
Math ProcessMastery 44% (29) Non
56%(37)Hispanic 56% (9)Black 40% (19)
Number Tested -63 (47-B 16-H)
Mastery*King 41% (9) H=100% (2)Smith 62% (13) H= 50% (7)Tate 52% (11)* Math Process is a significant problem in grade 4*Teachers need more effective strategies for :SPI 0406.1.2 Decimal RepresentationsSPI 0406.1.1 Property Conclusions* AA students are not as successful in Math Process as Hispanic students.* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students.* Teacher must better utilize Teach 5 & 6 of the TEMS* Students are not receiving enough practice on Math Process
1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in Teach 5 & Teach 6 weekly PD provided by facilitator/principal (Oct.-Mar.) and faculty (Oct. – Mar.).4) Engage in PD for better planning provided by select faculty (Oct.-Mar.)5)Provide Tier II and Tier III students with daily small group instruction.6)Regional Coaches (as scheduled) and Leadership Team(daily) will support Smith and Taylor. 7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8)Embed lower level Bloom’s and Checking for Understanding strategies in daily lesson deliveries.9) TAS and leadership team will aid teachers weekly with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during the
day and after school, and on Saturdays(Sept.-Apr.)
12) Practice tests will mirror the State testing in developing weekly and unit tests.
*Teachers/ Leadership Team will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, 10, & 12(Aug.-May).*Facilitator will be responsible for monitoring strategies weekly 2, 8, & 12 (Dec.-May.)*Facilitator and Principal will be responsible for monitoring of district and school site professional development monthly(Strategies 3 & 4). Aug-May*Regional Coaches and Principal will be responsible for Strategy 6. (Dec.-May)*In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 9 weekly. (Aug-May)
The Discovery Formative Assessment B results showed a large percentage of Basic and
Below for grade four in the area of Math Process.
Charjean Elementary School
Formative Assessment Mastery- Grade 5
Area: Geometry and Measurement
Babakus Grandberry Sansone0
10
20
30
40
50
60
Column1
57% (12)59% (10)
29 (5)
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-60%
Feedback
Strategy
Baseline Assessments
Formative Assessment BFifth Grade MathArea: Geometry &
Measurement
Geometry & Measurement
Mastery 48% (27) Non 52%(28)
Hispanic 80% (8)Black 42% (19)
Number Tested -55 (45-B -10 H)
Mastery*Babakus 57% (12) H=80% (8)Grandberry 59% (10)Sansone 29% (5)* Geometry and Measurement is a significant problem in grade 5*Teachers need more effective strategies for :SPI 0501.4.5 Length of a LineSPI 0501.4.3 Identify 2D/3D objectsSPI501.1.4.2 Perimeter and Area* AA students are not as successful in Geometry and Measurement as Hispanic students.* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students.* Teacher must better utilize Teach 5 & 6 of the TEMS* Students are not receiving enough practice on Geometry and Measurement
1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in Teach 5 & Teach 6 weekly PD provided by facilitator/principal (Oct.-Mar.) and faculty (Oct. – Mar.).4) Engage in PD for better planning provided by select faculty (Oct.-Mar.)5)Provide Tier II and Tier III students with daily small group instruction.6)Regional Coaches (as scheduled) and Leadership Team(daily) will support Smith and Taylor. 7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8)Embed lower level Bloom’s and Checking for Understanding strategies in daily lesson deliveries.9) TAS and leadership team will aid teachers weekly with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during
the day and after school, and on Saturdays(Sept.-Apr.)
12) Practice tests will mirror the State testing in developing weekly and unit tests.
*Teachers/ Leadership Team will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, 10, & 12(Aug.-May).*Facilitator will be responsible for monitoring strategies weekly 2, 8, & 12 (Dec.-May.)*Facilitator and Principal will be responsible for monitoring of district and school site professional development monthly(Strategies 3 & 4). Aug-May*Regional Coaches and Principal will be responsible for Strategy 6. (Dec.-May)*In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 9 weekly. (Aug-May)
The results of the Discovery Education Formative
Assessment B showed a large percentage of Basic and Below Basic students for fifth grade in the area of Geometry and
Measurement.
Charjean Elementary School
Reading / Language ArtsWhat’s working 1. Some Use of Data – Teachers use data results from formative assessments,
common assessments and weekly assessments to drive daily instruction. 2. Common assessments are used weekly to target specific spi’s and GLE’s. 3. TCAP focused lesson plans aligned with curriculum maps are used to
guide literacy instruction to meet diverse needs of students. 4. Flexible groups and small group instruction are provided for below
proficient students. 5. Bell work and Morning Meeting /News and Announcements address
prior taught skills. 6. Interventionists, community tutors, and support staff are used to aid
with small group instruction and one on one assistance. 7. Weekly writing prompts and Discovery Education probes are used to
provide additional practice opportunities in reading, and writing skills.
What’s not working -Based on data1. Whole group teaching is the dominate instructional orientation2. Limited differentiated instruction and checking for understanding3. Effective Use of Data – Teachers use data results from formative
assessments, common assessments and weekly assessments to drive daily instruction.
4. Before school, during school, and after school programs focus on reading skills and strategies.
Charjean Elementary School
Stewart Lambert Taylor Smith0%
5%
10%
15%
20%
25%
30%
35%
40%
45%42% (8)
16% (3)18% (4)
22% (4)
Series1
Grade 3 Language & Vocabulary MasteryFormative Assessment B
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-66%
Feedback
Strategy
Baseline Assessments
Discovery Formative Assessment B3rd Reading
Area: Language and Vocabulary
Language & Vocabulary
Mastery 25% (18) Non 75%(53)
Hispanic 10% (2)Black 35% (18)
Number Tested -73(51-B 22-H)
MasteryStewart 42 % (8) H=100% (2)Lambert 16% (3) H= 0% (13)*Smith 22% (4)*Taylor 18 % (3) H= 0% (7)
* Language and Vocabulary is a significant problem in grade 3*Teachers need more effective strategies for:301.1.2 Use of Verbs301.4.4 Reference Sources* Hispanic students are not successful in Lang. &Voc.* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students.• Teacher must better utilize
Teach 5 & 6 of the TEMS• Teachers need training on ESL
strategies• Students are not receiving
enough practice on language and vocabulary
• Stronger emphasis on Basic Reading Strategies
1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in Teach 5 & Teach 6 weekly PD provided by facilitator/principal (Oct.-Mar.) and faculty (Oct. – Mar..).4) Engage in PD for better planning provided by select faculty (Oct.-Mar.)5)Provide Tier II and Tier III students with daily small group instruction.6)ELL/SPED students receive instruction twice daily (regular classroom and ELL/SPED pull-out).7)Provide daily interventions/web-based programs with fidelity to increase skill mastery.8)Embed lower level Bloom’s and Checking for Understanding strategies in daily lesson deliveries.9) TAS and leadership team will aid teachers weekly with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during the
day and after school, and on Saturdays(Sept.-Apr.)
12) Practice tests will mirror the State testing in developing weekly and unit tests.
13) Teachers will attend NABE Conference in Dallas, TX.
The Discovery Formative Assessment B results
showed a large percentage of Basic and Below
for grade three in the area of Language and
Vocabulary.*Teachers will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, & 10 (Aug-May).*Facilitator will be responsible for monitoring strategies weekly 1, 2, 8, 12, & 13 (Dec.-May).*Facilitator will be responsible for monitoring district and school site PD monthly.(Strategy 3, & 4). Aug-May*ELL/SPED teachers will be responsible for daily monitoring of Strategy 6 (Dec.-May)* In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 9 weekly (Aug-May).
Grade 4 Writing/Research MasteryFormative Assessment B
King Smith Tate05
101520253035404550 45% (10)
48% (10)
19% (4)
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-66%
Feedback
Strategy
Baseline Assessments
Discovery Formative Assessment B4th Reading
Area: Writing/Research
Writing/ResearchMastery 38% (26) Non
62%(41)Hispanic 38% (6)Black 38% (18)
Number Tested -64(48-B 16-H)
MasteryKing 45% (10) H= 50% (1)Smith 48% (10) H= 36% (5)*Tate 19% (4)* Writing/Research is a significant problem in grade 4*Teachers need more effective strategies for :SPI 0401.4.3 Graphic OrganizerSPI 0401.3.1 Purpose for WritingSPI 0401.3.5 Rearrange Sentences* Both AA and Hispanic students are equally unsuccessful in Writing/Research.* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students.* Teacher must better utilize Teach 5 & 6 of the TEMS* Students are not receiving enough practice on Writing/Research.
1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in Teach 5 & Teach 6 weekly PD provided by facilitator/principal (Oct.-Mar.) and faculty (Oct. – Mar..).4) Engage in PD for better planning provided by select faculty (Oct.-Mar.)5)Provide Tier II and Tier III students with daily small group instruction.6)ELL/SPED students receive instruction twice daily (regular classroom and ELL/SPED pull-out).7)Provide daily interventions/web-based programs with fidelity to increase skill mastery.8)Embed lower level Bloom’s and Checking for Understanding strategies in daily lesson deliveries.9) TAS and leadership team will aid teachers weekly with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during the
day and after school, and on Saturdays(Sept.-Apr.)
12) Practice tests will mirror the State testing in developing weekly and unit tests.
13) Teachers will attend NABE Conference in Dallas, TX.
The Discovery Formative Assessment B results
showed a large percentage of Basic and Below
for grade three in the area of Writing/Research.
*Teachers will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, & 10 (Aug-May).*Facilitator will be responsible for monitoring strategies weekly 1, 2, 8, 12, & 13 (Dec.-May).*Facilitator will be responsible for monitoring district and school site PD monthly.(Strategy 3, & 4). Aug-May*ELL/SPED teachers will be responsible for daily monitoring of Strategy 6 (Dec.-May)* In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 9 weekly (Aug-May).
Charjean Elementary School
Grade 4 Writing/Research MasteryFormative Assessment B
Babakus Grandberry Sansone0
10
20
30
40
50
60
70
19% (4)
65% (11)
29% (5)
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-66%
Feedback
Strategy
Baseline Assessments
Discovery Formative Assessment B5th Reading
Area: Literature
LiteratureMastery 40% (22) Non
60%(33)Hispanic 30% (3)Black 42% (19)
Number Tested -55 (45-B -10 H)
Mastery*Babakus 19% (4) H=30% (3)Grandberry 65% (11)Sansone 29% (5)* Literature is a significant
problem in grade 5*Teachers need more effective strategies for :SPI501.4.3 Effect of SoundSPI501.8.9 Author’s PurposeSPI501.8.6 Theme of a Passage * Hispanic students are not as successful in Literature as AA students.* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students.* Teacher must better utilize Teach 5 & 6 of the TEMS* Students are not receiving enough practice on Literature
1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in Teach 5 & Teach 6 weekly PD provided by facilitator/principal (Oct.-Mar.) and faculty (Oct. – Mar..).4) Engage in PD for better planning provided by select faculty (Oct.-Mar.)5)Provide Tier II and Tier III students with daily small group instruction.6)ELL/SPED students receive instruction twice daily (regular classroom and ELL/SPED pull-out).7)Provide daily interventions/web-based programs with fidelity to increase skill mastery.8)Embed lower level Bloom’s and Checking for Understanding strategies in daily lesson deliveries.9) TAS and leadership team will aid teachers weekly with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during the
day and after school, and on Saturdays(Sept.-Apr.)
12) Practice tests will mirror the State testing in developing weekly and unit tests.
13) Teachers will attend NABE Conference in Dallas, TX.
The Discovery Formative Assessment B results
showed a large percentage of Basic and Below
for grade fifth in the area of Literature.
*Teachers will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, & 10 (Aug-May).*Facilitator will be responsible for monitoring strategies weekly 1, 2, 8, 12, & 13 (Dec.-May).*Facilitator will be responsible for monitoring district and school site PD monthly.(Strategy 3, & 4). Aug-May*ELL/SPED teachers will be responsible for daily monitoring of Strategy 6 (Dec.-May)* In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 9 weekly (Aug-May).
Charjean Elementary School
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-93%
Feedback
Strategy
Baseline Assessmen
tsSMS attendance
*School wide data for the first reporting periods indicates:1st 20 day period: 96.82nd 20 day period: 93.43rd 20 day period: 94
*Attendance has decreased this year in comparison to last year 2nd reporting period. *Some students are chronically absent.
1. ParentLink calls to all students’ homes to report attendance data and policy for excused and unexcused absence.
2. Identify students by name and teacher with less than 93% attendance.
3. Attendance will be monitored daily through Chancery SMS.
4. SART Team will meet when needed.
5. Perfect attendance incentives for students who are present.
6. Nine weeks incentives with the Principal.
*District ParentLink will be responsible for strategy 1.*SMS secretary and guidance counselor will monitor and be responsible for strategy 2.*SMS secretary will be responsible for strategies 4 and 5 through daily monitoring. *Guidance Counselor will be responsible perfect attendance incentives.
*SART Team is responsible for nine week monitoring of strategy 7.
Attendance will be maintained at 95% daily.
Charjean Elementary School
ReferralsWhat’s working 1. Responsive School/Morning Meetings 2. Positive learning environment 3. TOTs (Ties on Tuesdays) – Support for male students who
consistently demonstrate disruptive behavior. 4. Small Group Counseling Session (Eat with Counselor) 5. Count of Non-Violent Days with Incentives 6. School-wide incentives 7. Student Self Referrals 8. Peace Corner
What’s not working -Based on data1. Select teachers are not being consistent with discipline plan and are
not using alternative actions to discipline referrals.
Charjean Elementary School
Discipline
Expulsions -What’s working- What’s not working
Suspensions -What’s working-What’s not working
Student Behavior Summary Report
ReportingPeriod
Insolent/Insubordination - Refusal
Mis-conduct
Disruptive Behavior with prior unsuccessful Intervention
Fight – Min InjAnd Non Gang
Prof/ Prov/Abusive LanguageSchool Personnel
Threat/Against StudentNon Serious
False Fire Alarm
Bullying –Intim. orHarass
Sexual Harass
Aggravated Batt – TeacherStudent
TotalNumbe
r of Student
s
Reporting Period 1
2 1 0 0 0 2 0 0 2 0 7
Reporting Period 2
1 0 0 0 0 4 0 0 2 0 7
Reporting Period 3
0 1 2 0 0 1 0 0 2 0 6
Total 3 2 2 0 0 13 0 0 6 0 20Charjean Elementary School
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target
Feedback
Strategy
Baseline Assessmen
tsChancery SMS
Number of referrals to office
*Chancery SMS indicates that one of the highest number of referrals were for sexual harassment against other students. (2 referrals)
*One of the highest number of referrals is for sexual harassment against other students.*The majority of students being referred are male.*Students don’t understand appropriate touching.
1. S-team meeting will be conducted2. Classroom visits for appropriate
touching.3. Students who receive referrals to
office will be placed in small group counseling sessions.
4. Character Education, small groups, and individual counseling sessions will be taught and utilized.*Principal, Social
Worker, and guidance counselor are responsible for implementation/monitoring of strategies 1-4 weekly (Aug-May).
The number of discipline referrals to the office will decrease from the end of the second reporting period by 2%.
The Charjean Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target
Feedback
Strategies
Baseline Assessmen
ts Chancery/PBIS 3-Suspensions (2
students new to Charjean)
• The majority of the code of conduct violations are from students new to Charjean.
• Parent Counselor
• School Psychologist
• Social Worker• Resource
Teacher• Counselor• Principal
0 Level 4 & 5 Offenses
• Meeting with new students.
• Behavior Assembly
*Sessions with Guidance Counselor
*Sessions with the Social Worker
• Have S-Team Meetings to support students and families
• Parent Counselor will assist with home life
• The School Psychologist will observe chronic violators in school environments
• IEP’s will be reviewed and BIP’s implemented or updated
• Monthly PBIS Meeting
NEXT STEPS1. Target specific students on specific skills during Tuesday PLCs (Sept.- Apr.).
2. Grade 5 Mock Writing daily and weekly Wednesday at 8:30-9:30 (Oct.-Feb).
3. Continue to employ and make adjustments to School-wide theme: Language, Vocabulary, Writing and Discussion (Aug.-May)
4. Greater saturated ELL and SPED tutoring program with a focus on language, vocabulary, and writing (Dec.-April).
5. Schedule Regional Math Coaches for PD Sessions (Dec.- Jan.).
6. Monitor all intervention programs for accuracy, progress, or lack of progress (Sept.- April).
7. Use common assessments weekly that mirror state test (Sept.- April)
8. Leadership team will adjust schedules to meet student and teacher needs (Dec.).
9. Schedule PD for interventionists and teachers of ESL students (Dec.).
10.Continue PD on Teach 5 and Teach 6 (Nov.-Mar.).
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