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Goal |
Strengths/Progress |
Concerns |
What needs to be adjusted or done differently in order to accomplish the stated goal? |
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1. Reading — Increase reading proficiency of all students by the end of the 2007/2008 school year as measured by state and district CRT’s. |
All students received forty five minutes of direct instruction in writing per day. Teachers were trained in Step Up to Writing and the use of Mentor texts to support writing traits throughout the year. Fifth grade students wrote to writing prompts four times during the year, had the writing scored by outside evaluators and received feedback on their writing. Students received direct instruction on writing constructed responses.
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Language remains the major concern for our 90% Hispanic population. 75% of our students are designated LEP and this creates a large hurdle for the students in this area of achievement. |
Remaining the course with at least forty five minutes a day of direct instruction is crucial of second language learners. More training for our teachers is a necessity for student success. We need an assessement that supplies us with summative benchmark data while providing formative information as well. We will purchase MAPs to meet this need. |
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2. Writing — Increase writing proficiency of all 5th grade students, with special focus on our special education students as measured by the Nevada State Writing Proficiency Exam. |
A school-wide writing assessment is given to benchmark students and guide instruction three times per year. |
72% of our students passed the Nevada State Writing Proficiency Exam, which is a decease by 11% from last year.
There is a lack of "common language" nor a common systematic way of teaching writing throughout the school. |
Develop a commom language for writing instruction. A team will put together writing maps over the summer to identify essential learnings for each grade level. |
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3. RTI — Implement the RTI process using the district guidelines in order to identify non proficient students in reading, math,and Tier 2 behaviors. Provide support for teachers for the intervention process using CBM, Aimesweb and IAT collaboration. |
Weekly RTI meetings are held with grade level representatives, for both academic needs and behavior concerns. We have set aside time for our school psychologist to meet with individuals or grade level members regarding the process and concerns. The IAT observed at Sepulveda Elementary. All staff members have been trained in all components of CBM. All staff members have been trained to progress monitor their students and to enter that information into Aimsweb. PLC meetings consist of data entry and discussion of interventions. Appropriate paperwork has been put in place to track identified students. A school wide positive behavior plan is in the process of being implemented. |
There has been no district manual of procedures set in place for the RTI process. The time required for trainings, benchmarking, progress monitoring, organization of CBM materials creates a lack of staff "buy-in". Discussion has been prevelant on the accuracy and relevancy of CBM probes "snapshotting" what a student does or does not know. |
We will need a mandatory training on the district manual once it is released. Systematic procedures of paperwork and requirements at each tier. Continual discussion of the RTI process as a whole. |
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4. Interventions — Enhance school wide intervention block by using research based strategies with fidelity and consistentcy. |
Intervention blocks were set aside for monitoring students progress. Using the limited resources that were available tier 3 students were serviced with fidelity. Our Speech Pathologist taught a research based course on strategies, of which over half the staff attended. Staff members attended the Soar To Success training, as well as the L.I.P.S training. |
Intervention blocks may not have been held with consistency and fidelity. We did not anticipate the need for tier 2 and 3 services, therefore, the master schedule did not accommodate special education teachers schedules. Students were serviced by their classroom teacher instead of being grouped by the grade level needs. |
A master schedule has been created to accommodate tier 2 and 3 interventions, with staggered times to utilize all professionals in the building. Research based strategy binders and materials are being organized to suit teacher and student needs. |
