| View/Edit Details |
Goal |
Strengths/Progress |
Concerns |
What needs to be adjusted or done differently in order to accomplish the stated goal? |
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1. Math — Our goal is to increase math proficiency for all students, with special consideration of Hispanic, FRL, LEP, and IEP subpopulations, by the end of the 2008-2009 school year. |
Bi-Annual Review
WCSD core mathematics curriculum is being used in all classrooms and all teachers are using district pacing guides. Differentiated instruction is provided in most classrooms. 'Homelinks' and parent letters are sent home by some teachers to keep parents informed. Reports of WCSD math benchmark data are analyzed by PLCs after each administration to target skill deficits. Some grade levels are using E.M. supplemental materials to provide intervention/enrichment activities to target skill development. Professional development has been provided to all staff by Denise Trakas of RPDP. Homework help is provided by Dunn teachers after school for all students. Two Family Math Nights are planned for March and April, 2009. |
Dunn administration is pursuing funding to support a formalized after-school math tutoring program that would address the needs of the lowest 25% of students using a CRA (concrete, representation, abstract) model to develop solid number sense and math understanding.
Teachers currently use a variety of programs to provide math computation practice. Administration is pursuing funding to support school-wide use of Mastering Math Facts program. |
A school-wide intervention/enrichment block schedule will be created in May, 2009 in order to provide consistent and systematic math skill development.
Teachers need more support to provide valuable differentiated instruction based on assessment data.
AimsWeb math computation data is being collected on all students 3 times this year. Use of this data to plan for instruction and monitor progress needs to happen on a systematic basis. |
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2. Literacy — Our goal is to increase literacy proficiency for all students, with special attention to Hispanic, FRL, LEP, and IEP subpopulations, by the end of the 2008-2009 school year. |
Bi-Annual Review
WCSD core Houghton Mifflin reading program is used in most classrooms and teachers are using district ELA pacing guides. Differentiated literacy instruction using HM Leveled Readers is provided in most classrooms. Reports of WCSD ELA benchmark data are analyzed by PLCs after each administration. Teachers in grades K-2 use an IRI/DRA to assess all students, and most below-grade level students in grades 3-6 are assessed with an IRI/DRA. The Read 180 program is used for the lowest 10% of 4th grade students. Funding provided by the Washoe Educational Foundation (WEF)supports after-school literacy tutoring 3 days a week for students in grades 1-6 who are referred by their teachers. Homework help is provided by Dunn teachers after school 4 days a week for all students. Four Read to Succeed tutors provide additional literacy support for struggling readers. Some upper and lower grade teachers provide cross-peer tutoring situations on a weekly basis. One hundred and sixty-five people attended our spring Family Literacy Night. Dunn's collection of multiple-copy sets of leveled books will be organized during our April and May Minimum Days and stored in a common-use area. Professional development has been provided to all staff by Shari Dunn, WCSD Elementary Literacy Coordinator. The EduSoft Team provided training to at least 1 teacher from every grade level on how to monitor student response to instruction and delivery of Tier 1 core curriculum. |
A school-wide intervention/enrichment block schedule will be created in May, 2009 in order to provide consistent and systematic literacy skill development. More professional development is needed to support teachers as they learn how to use assessment data and EduSoft reports to target literacy skills and plan instruction for this block teaching time. Some upper grade teachers need additional training in how to teach beginning reading skills(phonemic awareness, phonics, and comprehension strategies) to their struggling students. |
PLCs currently meet to discuss student progress in literacy and math. PLCs would benefit from more training on how to use a variety of assessment data to plan for targeted skill instruction during the school-wide block schedule. This training could be provided by RPDP personnel or by teachers from other schools who are currently engaged in formalized intervention blocks. Sometimes, these personnel are not available due to other commitments. AimsWeb R-CBM data is being collected 3 times a year on the lowest 25% of students. Use of this data to plan for instruction and monitor progress needs to happen on a systematic basis. |
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3. Writing — Our goal is to increase writing proficiency for all students, with special attention to Hispanic, FRL, LEP and IEP subpopulations, by the end of the 2008-2009 school year. |
Bi-Annual Review
Step Up to Writing training was provided to all instructional staff during 2 professional development days in August, 2008. All members of the 4th grade team have observed a SUTW lesson done by the trainer. Many teachers have integrated SUTW strategies with science and social studies curriculum. Two fifth grade teachers presented a summary of Constructed Response training at a staff meeting and offered ideas about how to teach students to effectively use writing to show their understanding of a concept. Baseline writing samples were collected from all students in grades 1-6, and then analyzed/scored by PLCs after teachers received training from Shari Dunn, WCSD Literacy Coordinator, about scoring and writing traits. |
End of the year writing samples need to be gathered from all students and analyzed by PLCs. With all of the tasks required of teachers at the end of the year, it will require additional time to be devoted to analysis of growth and progress.
The focus on literacy and math goals this year has taken away some time and resources from a concentrated focus on writing as well. |
Several staff members have requested additional training in the implementation of SUTW strategies so as to refine their practice. Accessing the expertise of teachers from other schools who already successfully use SUTW, or other RPDP trainers, will require some time and planning. |
