SCHOOL IMPROVEMENT PLAN

Transcription

1 Pam Stewart, Commissioner SCHOOL IMPROVEMENT PLAN Gregory Drive Elementary School 7800 GREGORY DR Jacksonville, FL School Demographics School Type Title I Free and Reduced Lunch Rate Elementary School Yes 79% Alternative/ESE Center Charter School Minority Rate No No 75% School Grades History D C B B SIP Authority and Template Section (18), Florida Statutes (F.S.), requires district school boards to annually approve and require implementation of a school improvement plan (SIP) for each school in the district. The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements for traditional public schools and incorporates all components required for schools receiving Title I funds, as marked by citations to the No Child Left Behind (NCLB) Act of This template is required by State Board of Education Rule 6A , Florida Administrative Code (F.A.C.), for all non-charter schools with a current grade of D or F, or with a grade of F within the prior two years. For all other schools, the district may use a template of its choosing. All districts must submit annual assurances that their plans meet statutory requirements. This document was prepared by school and district leadership using the FDOE's school improvement planning web application located at Sections marked N/A by the user and any performance data representing fewer than 10 students or educators have been excluded from this document.

2 Table of Contents Purpose and Outline of the SIP 3 Differentiated Accountability 4 Part I: Current School Status 5 Part II: Expected Improvements 13 Goals Summary 16 Goals Detail 16 Action Plan for Improvement 21 Part III: Coordination and Integration 44 Appendix 1: Professional Development Plan to Support Goals 45 Appendix 2: Budget to Support Goals 46 Last Modified: 01/23/ Page 2 of 46

3 Purpose and Outline of the SIP The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals, create an action plan and monitor progress. A corollary at the district level is the District Improvement and Assistance Plan (DIAP), designed to help district leadership make the necessary connections between school and district goals in order to align resources. The Florida Department of Education encourages schools to use the SIP as a living document by continually updating, refining and using the plan to guide their work throughout the year. This printed version represents the SIP as of the Date Modified listed in the footer. Part I: Current School Status Part I summarizes school leadership, staff qualifications and strategies for recruiting, mentoring and retaining strong teachers. The school s Multi-Tiered System of Supports (MTSS) is described in detail to show how data is used by stakeholders to understand the needs of all students and allocate appropriate resources in proportion to those needs. The school also summarizes its efforts in a few specific areas, such as its use of increased learning time and strategies to support literacy, preschool transition and college and career readiness. Part II: Expected Improvements Part II outlines school performance data in the prior year and sets numeric targets for the coming year in ten areas: 1. Reading 2. Writing 3. Mathematics 4. Science 5. Science, Technology, Engineering and Mathematics (STEM) 6. Career and Technical Education (CTE) 7. Social Studies 8. Early Warning Systems (EWS) 9. Parental Involvement 10. Other areas of concern to the school With this overview of the current state of the school in mind and the outcomes they hope to achieve, the planning team engages in an 8-Step Planning and Problem-Solving Process, through which they define and refine their goals (Step 1), identify and prioritize problems (barriers) keeping them from reaching those goals (Steps 2-3), design a plan to help them implement strategies to resolve those barriers (Steps 4-7), and determine how they will monitor progress toward each goal (Step 8). Part III: Coordination and Integration Part III is required for Title I schools and describes how federal, state and local funds are coordinated and integrated to ensure student needs are met. Appendix 1: Professional Development Plan to Support Goals Appendix 1 is the professional development plan, which outlines any training or support needed for stakeholders to meet the goals. Appendix 2: Budget to Support Goals Appendix 2 is the budget needed to implement the strategies identified in the plan. Last Modified: 01/23/ Page 3 of 46

4 Differentiated Accountability Florida s Differentiated Accountability (DA) system is a statewide network of strategic support, differentiated by need according to performance data, and provided to schools and districts in order to improve leadership capacity, teacher efficacy and student outcomes. DA field teams collaborate with district and school leadership to design, implement and refine school improvement plans, as well as provide instructional coaching, as needed. DA Regions Florida s DA network is divided into five geographical regions, each served by a field team led by a regional executive director (RED). DA Categories Traditional public schools are classified at the start of each school year, based upon the most recently released school grades (A-F), into one of the following categories: Not in DA currently A or B with no F in prior two years; all charter schools; all ungraded schools Monitoring Only currently A or B with at least one F in the prior two years Prevent currently C Focus currently D Year 1 declined to D, or first-time graded schools receiving a D Year 2 second consecutive D, or F followed by a D Year 3 or more third or more consecutive D, or F followed by second consecutive D Priority currently F Year 1 declined to F, or first-time graded schools receiving an F Year 2 or more second or more consecutive F DA Turnaround and Monitoring Statuses Additionally, schools in DA are subject to one or more of the following Turnaround and Monitoring Statuses: Former F currently A-D with at least one F in the prior two years. SIP is monitored by FDOE. Post-Priority Planning currently A-D with an F in the prior year. District is planning for possible turnaround. Planning Focus Year 2 and Priority Year 1. District is planning for possible turnaround. Implementing Focus Year 3 or more and Priority Year 2 or more. District is implementing the Turnaround Option Plan (TOP) DA Category and Statuses DA Category Region RED Focus Year 1 2 Wayne Green Former F Post-Priority Planning Planning Implementing TOP No No No No Last Modified: 01/23/ Page 4 of 46

5 Current School Status School Information School-Level Information School Gregory Drive Elementary School Principal Andrea Williams Scott M School Advisory Council chair Mike Hammette Names and position titles of the School-Based Leadership Team (SBLT) Name Andrea Williams-Scot Cotrina Woods-Isidore Joyce Steiner Carol Inmon Tinisha Dennis Kimberly Corral Debra Wolfe Katrina Jones Heather Smith Roger Hammond Yolanda Walker Judy Howard Title Principal Assistant Principal Kindergarten Lead First Grade Lead Second Grade Lead Third Grade Lead Fourth Grade Lead Fifth Grade Lead Guidance Counselor Math Coach Reading Coach Reading Interventionist District-Level Information District Duval Superintendent Dr. Nikolai P Vitti Date of school board approval of SIP 01/07/2014 School Advisory Council (SAC) This section meets the requirements of Section 1114(b)(1), P.L , NCLB, codified at 20 U.S.C. 6314(b). Membership of the SAC The SAC membership consists of the school administration, community members, faculty/staff members, and parents. Involvement of the SAC in the development of the SIP The involvement of the SAC in the development of the school improvement plan was working Activities of the SAC for the upcoming school year The focus for SAC will be our school increasing the number of children who are proficient in reading, math and science. In addition, we will focus on all children exhibiting a years growth. The will work to help us gain and maintain a dedicated business partner. In addition, they will support the school by Last Modified: 01/23/ Page 5 of 46

6 assisting the Parental Involvement Activities to increase the involvement of families. This continues to be a struggle for our school. Projected use of school improvement funds, including the amount allocated to each project The projected us of the school improvement funds are: Incentives for students participating in participating in after school tutoring and Saturday School, snacks for after school tutoring and breakfast for students attending Saturday School. Compliance with section , F.S., regarding the establishment duties of the SAC In Compliance If not in compliance, describe the measures being taken to comply with SAC requirements Highly Qualified Staff This section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). Administrators # of administrators 2 # receiving effective rating or higher (not entered because basis is < 10) Administrator Information: Andrea Williams Scott M Principal Years as Administrator: 7 Years at Current School: 6 Credentials BS: Elementary Education; MEd: Educational Leadership/ Elementary Education 1-6 Educational Leadership K-12/School Principal (All Levels) ESOL Certification Performance Record Principal of Gregory Drive Elementary School Grade D: Reading Mastery 36%; Math Mastery 42%; Writing Proficiency 49%, Science Proficiency 29%; Reading Gains 56%; Math Gains 41%;Bottom Quartile Reading Gains 63%; Bottom Quartile Math Gains 47% : School Grade C: Reading Mastery 44%; Math Mastery 53%; Science Mastery 35%; Reading Gains 61%; Math Gains 67%; Bottom Quartile Reading Gains 65%; Bottom Quartile Math Gains 68% : School Grade B: Reading Mastery 67%; Math Mastery 76%; Science Mastery 40%; Reading Gains 63%; Math Gains 69%; Bottom Quartile Reading Gains 51%; Bottom Quartile Math Gains 76% : School Grade B: Reading Mastery 68%; Math Mastery 77%; Science Mastery 36%; AYP: 90%; Reading Learning Gains 59%; Math Learning Gains 74%; Reading Bottom Quartile Gains 51%; Math Bottom Quartile Gains 72% School Grade: A; Reading Mastery 67%; Math Mastery 74%; Science Mastery 41%. AYP: 92%/ Last Modified: 01/23/ Page 6 of 46

7 Contrina Woods-Isidore Asst Principal Years as Administrator: 6 Years at Current School: 5 Credentials BS: Secondary Education Med: Educational Leadership / Certifications: Math 5-9 and Educational Leadership All Levels Performance Record Assistant Principal of Gregory Drive Elementary School Grade D: Reading Mastery 36%; Math Mastery 42%; Writing Proficiency 49%, Science Proficiency 29%; Reading Gains 56%; Math Gains 41%;Bottom Quartile Reading Gains 63%; Bottom Quartile Math Gains 47% : School Grade c: Reading Mastery 44%; Math Mastery 53%; Science Mastery 35%; Reading Gains 61%; Math Gains 67%; Bottom Quartile Reading Gains 65%; Bottom Quartile Math Gains 68% : School Grade B: Reading Mastery 67%; Math Mastery 76%; Science Mastery 40%; Reading Gains 63%; Math Gains 69%; Bottom Quartile Reading Gains 51%; Bottom Quartile Math Gains 76% : School Grade B: Reading Mastery 68%; Math Mastery 77%; Science Mastery 36%; AYP: 90%; Reading Learning Gains 59%; Math Learning Gains 74%; Reading Bottom Quartile Gains 51%; Math Bottom Quartile Gains 72% Assistant Principal of Crystal Springs in : School Grade A; Reading Mastery 72%; Math Mastery 75%; Science 35%. AYP: 90% Instructional Coaches # of instructional coaches 2 # receiving effective rating or higher (not entered because basis is < 10) Instructional Coach Information: Roger Hamond Full-time / School-based Areas Credentials Years as Coach: 1 Years at Current School: 4 Mathematics Bachelors Degree in Elementary K-6 Elementary Education Certification Performance Record Math Proficiency- 67% Student Learning Gains - 82% Math Proficiency - 62% Student Learning Gains - 82% Last Modified: 01/23/ Page 7 of 46

8 Yolanda Walker Full-time / School-based Areas Credentials Years as Coach: 2 Years at Current School: 2 Reading/Literacy Bachelor of Science Degree in Elementary Education Grades 1-6 from Florida A & M University Master of Education with a Concentration in Reading Grades K-12 from Saint Leo University Certified in Elementary Education 1-6 and Reading Grades K-12, Reading Endorsement K-12 and 300 Hours English to Speakers of Other Languages. Performance Record School-wide Reading Proficiency 38% Learning Gains 56% (Fifth Grade Teacher at Hyde Park Elementary) Reading Proficiency 65% Learning Gains 69% Classroom Teachers # of classroom teachers 50 # receiving effective rating or higher 0% # Highly Qualified Teachers 102% # certified in-field 0, 0% # ESOL endorsed 34, 68% # reading endorsed 0, 0% # with advanced degrees 15, 30% # National Board Certified 1, 2% # first-year teachers 2, 4% # with 1-5 years of experience 23, 46% # with 6-14 years of experience 7, 14% # with 15 or more years of experience 20, 40% Education Paraprofessionals # of paraprofessionals 5 # Highly Qualified 5, 100% Other Instructional Personnel # of instructional personnel not captured in the sections above 1 # receiving effective rating or higher (not entered because basis is < 10) Teacher Recruitment and Retention Strategies This section meets the requirements of Section 1114(b)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). Last Modified: 01/23/ Page 8 of 46

9 Strategies to recruit and retain highly qualified, certified-in-field, effective teachers to the school, including the person responsible 1. Conducting thorough interviews in order to ensure that new applicants have a clear understanding of the work ethic, commitment and professional growth expectations for all faculty members.- Persons Responsible: Principal, Assistant Principal, Instructional Coach, Grade Level Chairpersons, and Lead ESE Teacher 2. Maintain a supportive, collaborative, learning community and consistently extend professional growth opportunities for teachers based on their individual needs. - Persons Responsible: Principal, Assistant Principal Instructional Coach, and Grade Level Chairpersons 3. Provide and assign Grade Level Mentors and Instructional Coaches to assist with individual teacher instructional needs. - Persons Responsible: Principal and Assistant Principal 4. Invite new teachers to a beginning teacher professional learning community (PLC) wherein they will participate in a book talk as well as be trained on technology resources and best practices. The PLC lasts approximately weeks. - Persons Responsible: Principal, Assistant Principal, Coaches, and Teacher Leaders Teacher Mentoring Program/Plan This section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L , NCLB, codified at 20 U.S.C. 6314(b). Teacher mentoring program/plan, including the rationale for pairings and the planned mentoring activities Each new teacher to Gregory Drive Elementary receives a a mentor. The mentor is paired based upon their knowledge bass/teaching background and the needs of the individual teachers. Mentors meet with their mentees weekly as well as whenever needed. The beginning teacher PLC is used in lieu of the weekly mentor meeting unless the new teacher has other needs/concerns. Multi-Tiered System of Supports (MTSS) / Response to Intervention (RtI) This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L , NCLB, codified at 20 U.S.C. 6314(b). Data-based problem-solving processes for the implementation and monitoring of MTSS and SIP structures to address effectiveness of core instruction, resource allocation (funding and staffing), teacher support systems, and small group and individual student needs The school leadership team meets bi-weekly to discuss the implementation of curriculum and the allocation of resources. During the meeting decision are made as to whether shifts are needed in order to meet students' needs. Team leaders also request systems to address areas of concern on their grade level. Function and responsibility of each school-based leadership team member as related to MTSS and the SIP The team will meet biweekly to review universal screening data and link to instructional decisions; review progress monitoring data at the grade level and classroom level to identify students who are meeting/ exceeding benchmarks, at moderate risk or at high risk for not meeting benchmarks. Based on the above information, the team will identify professional development and resources. The team will also regularly collaborate, problem solve, share effective practices, evaluate implementation, make decisions, and practice new processes and skills. The team will facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation. Last Modified: 01/23/ Page 9 of 46

10 Systems in place that the leadership team uses to monitor the fidelity of the school's MTSS and SIP The RtI Team creates a report each time they meet. Within the report, status of all cases are provided so that we know if the system is working or needs realignment. All students are continually tracked until they are exited from the RtI process because the interventions worked or until students are referred to the MTSS team for additional support. Data source(s) and management system(s) used to access and analyze data to monitor the effectiveness of core, supplemental, and intensive supports in reading, mathematics, science, writing, and engagement Data is gathered from the different individuals who are conducting the intervention. School based forms have been created by content to ensure consistency in the types of data that is collected. An additional form of data management that will be used includes the Pearson Limelight System which will assist in getting a comprehensive view of an individual student s progress. Plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents Staff training on MTSS will be ongoing. Training will occur during faculty meetings, early release trainings, professional learning communities and grade level/department meetings. Training will be facilitated by members of the MTSS Leadership Team, the MTSS facilitator, the Instructional Coach, and school administration. Training will also take place during one-to-one conferences with the principal concerning individual student data. Parents are trained via parent conferences with administration, teachers and the guidance counselors. Increased Learning Time/Extended Learning Opportunities This section meets the requirements of Sections 1114(b)(1)(B)(ii)(II)-(III), 1114(b)(1)(I), and 1115(c)(1)(C)(i) and 1115(c)(2), P.L , NCLB, codified at 20 U.S.C. 6314(b). Research-based strategies the school uses to increase the amount and quality of learning time and help provide an enriched and accelerated curriculum: Last Modified: 01/23/ Page 10 of 46

11 Strategy: Before or After School Program Minutes added to school year: 2,520 After school tutoring is offered to all students. There is one class of tutoring on each primary grade level. There are two classes of tutoring for each intermediate grade level. The focus for after school tutoring is focus on the core academic subjects areas of reading and math. Each child participating in tutoring receives an addition hour of reading instruction and an additional hour of math instruction. Strategy Purpose(s) Instruction in core academic subjects How is data collected and analyzed to determine the effectiveness of this strategy? Prior to tutoring starting.a participant list is created. The teacher for each participant is given a form to complete. The form asks for specific points of data as well as anecdotal notes on the child. This information is given to the tutoring teacher so he/she knows exactly where the student is academically. Every four weeks, the classroom teacher and the tutoring teacher collaborate on areas in which the child has mastered and areas in which the child needs additional reinforcement. Who is responsible for monitoring implementation of this strategy? The administration and coaches are responsible for monitoring this strategy. Strategy: Weekend Program Minutes added to school year: 2,400 Saturday School will be implemented on Saturdays beginning in January. The targeted audience for Saturday School is intermediate students only. During Saturday School, students will receive additional instruction in core academic areas. The benchmarks to be taught are selected by administration based on the baseline and quarterly assessments given to the students. Benchmarks that are low will be taught using engaging methods to ensure students' full participation. Strategy Purpose(s) Instruction in core academic subjects How is data collected and analyzed to determine the effectiveness of this strategy? Students' assessment scores on the benchmarks covered in Saturday School is tracked to see if the lessons and engagement strategies in Saturday School are effective. Who is responsible for monitoring implementation of this strategy? The administration and instructional coaches are responsible for monitoring the implementation of this strategy. Literacy Leadership Team (LLT) Names and position titles of the members of the school-based LLT Last Modified: 01/23/ Page 11 of 46

12 Name Andrea Williams-Scott Contrina Woods-Isidore Yolanda Walker Judy Howard Valorie Magee Barbara Masters Christine Bryan Title Principal Assistant Principal Reading Coach Reading Interventionist Third Grade Teacher VE Teacher First Grade Teacher How the school-based LLT functions The LLT will meet quarterly to plan school-wide literacy activities. The team looks at data presented by the administration and the coaches to determine strategies that need to be focused upon within the next quarter. The team plans school-wide activities that focus on some of the strategies that need to be remediated or previewed, while looking for activities that would boost the students willingness to read. Major initiatives of the LLT The major initiatives of the LLT for this school year is to have students read several books from a variety of genres. In addition, the LLT will continue to plan for enriching literacy activities that can be implemented school wide. Preschool Transition This section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D), P.L , NCLB, codified at 20 U.S.C. 6314(b). Strategies for assisting preschool children in transition from early childhood programs to local elementary school programs During pre-planning a kindergarten orientation is held for students and parents to acclimate them to Gregory Drive Elementary and communicate school expectations. During the first 45 days of enrollment, Kindergarten students are given an assessment: Florida Kindergarten Readiness Assessment (FLKRS) with two subsets, ECHOS and DIBELS. The data from these assessments is used to group students for differentiated instruction and to provide immediate intensive intervention (iii). Toward the end of the school year, we will invite area day care providers to visit our school to give upcoming kindergartners a preview of our school. Last Modified: 01/23/ Page 12 of 46

13 Expected Improvements This section meets the requirements of Sections 1114(b)(1)(A),(H), and (I), and 1115(c)(1)(A), P.L , NCLB, codified at 20 U.S.C. 6314(b). Area 1: Reading Annual Measurable Objectives (AMOs) - Students scoring at or above Achievement Level 3 on FCAT 2.0, or scoring at or above Level 4 on FAA Group 2013 Target % 2013 Actual % Target Met? 2014 Target % All Students 55% 36% No 60% American Indian Asian 73% 41% No 75% Black/African American 50% 31% No 55% Hispanic 53% 38% No 57% White 67% 41% No 70% English language learners Students with disabilities 46% 17% No 51% Economically disadvantaged 52% 30% No 57% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 30% Students scoring at or above Achievement Level % 30% Learning Gains Students making learning gains (FCAT 2.0 and FAA) Students in lowest 25% making learning gains (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % % 65% 36 63% 75% Area 2: Writing Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Students scoring at or above 3.5 Florida Alternate Assessment (FAA) Students scoring at or above Level Actual # 2013 Actual % 2014 Target % 51 49% 60% Area 3: Mathematics Elementary and Middle School Mathematics Last Modified: 01/23/ Page 13 of 46

14 Annual Measurable Objectives (AMOs) - Students scoring at or above Achievement Level 3 on FCAT 2.0 and EOC assessments, or scoring at or above Level 4 on FAA Group 2013 Target % 2013 Actual % Target Met? 2014 Target % All Students 63% 42% No 67% American Indian Asian 89% 76% No 90% Black/African American 55% 35% No 60% Hispanic 68% 52% No 71% White 77% 47% No 79% English language learners Students with disabilities 52% 13% No 57% Economically disadvantaged 60% 38% No 64% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 45% Students scoring at or above Achievement Level 4 Learning Gains 60 16% 25% 2013 Actual # 2013 Actual % 2014 Target % Learning Gains 94 41% 70% Students in lowest 25% making learning gains (FCAT 2.0 and EOC) Area 4: Science Elementary School Science Duval Gregory Drive Elementary School - FDOE SIP Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 27 47% 70% 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 25% Students scoring at or above Achievement Level 4 Florida Alternate Assessment (FAA) 11 10% 15% Students scoring at Levels 4, 5, and 6 Students scoring at or above Level Actual # 2013 Actual % 2014 Target % Area 5: Science, Technology, Engineering, and Mathematics (STEM) Last Modified: 01/23/ Page 14 of 46

15 All Levels # of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs) Participation in STEM-related experiences provided for students 2013 Actual # 2013 Actual % 2014 Target Area 8: Early Warning Systems Elementary School Indicators Students who miss 10 percent or more of available instructional time Students retained, pursuant to s , F.S. Students who are not proficient in reading by third grade Students who receive two or more behavior referrals Students who receive one or more behavior referrals that lead to suspension, as defined in s (5), F.S Actual # 2013 Actual % 2014 Target % Area 9: Parent Involvement Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L , NCLB, codified at 20 U.S.C. 6314(b). Parental involvement targets for the school Please see Parental Involvement Plan. Specific Parental Involvement Targets Target 2013 Actual # 2013 Actual % 2014 Target % Last Modified: 01/23/ Page 15 of 46

16 Goals Summary G1. To increase reading proficiency for all students and subgroups by 10% G2. To increase science proficiency to by 13%. G3. To increase math proficiency for all students and AMO groups by 25%. G4. To increase students' proficiency in writing by 21% as evidence by a score of 3.5 or higher on the 2014 administration of FCAT Writes. G5. To increase the percentage of students making learning gains in math from 41% to 70%. G6. To increase students learning gains in reading from 56% to 65%. Goals Detail G1. To increase reading proficiency for all students and subgroups by 10% Targets Supported Resources Available to Support the Goal Instructional coaches and teacher leads are available to assist teachers with becoming familiar with the new curriculum and expectations. A full-time reading interventionist is on campus to assist teachers by working with students who are below grade level in order to increase their reading proficiency. Targeted Barriers to Achieving the Goal Although professional development may be offered, individual teachers must want to improve their lesson planning, instruction, delivery and instruction for the professional development to have the desired effect. New curriculum/new expectations make teachers uncertain of whether the strategies they are employing are effective or not Many of the students aren't reading on grade level. Last Modified: 01/23/ Page 16 of 46

17 Plan to Monitor Progress Toward the Goal Teachers, with guidance from administration and coaches, will use the data collected from varies data sources to inform their instruction. This data will be used to tier tasks and differentiate assignments. Administration and coaches are responsible for monitoring toward this goal. : This practice will be on-going as it is the expectation that teachers make daily adjustments to ensure that students are reaching mastery. : Evidence of completion will include teachers' lesson plans, small group plans, student tasks that are tiered and based on student data, as well as students' progress toward meeting mastery. G2. To increase science proficiency to by 13%. Targets Supported Science Science - Elementary School Resources Available to Support the Goal Targeted Barriers to Achieving the Goal Students lack exposure to content related vocabulary. Students don't read nonfiction text in their leisure. Therefore, they aren't proficient at using comprehension strategies when interacting with a nonfiction text which is necessary to build their background knowledge about science concepts and science based inquiry. Plan to Monitor Progress Toward the Goal Teachers will use the data collected throughout units to plan for remediation lessons, tiering of assignments, and science centers. The administration, coaches and classroom teachers are responsible for monitoring whether students are making progress toward meeting the goal. : Monitoring will take place monthly to measure progress toward meeting the established goal. : Data notebooks kept by administration, coaches and teachers will provide evidence of monitoring. Last Modified: 01/23/ Page 17 of 46