2a1&2. In SY 17-18, 70-80% of In SY 17-18, 2a. 2a,b,c.1 K and 1 students will 2a. M. Uwaine ☐ WSF all K-1 students will show of all K and 1 engage in CCSS mathematical (Grade 1 2017-2018 ☐ Title I growth in Pre- and Post students will move a practices throughout math Grade Level assessments for each learning one ☐ Title II minimum of to lessons/activities and throughout Chair) 2b. target, as measured quarterly by three levels in the other content areas and daily ☐ Title III teacher-created common grade Mathematics 2018-2019 experiences. ☐ IDEA level assessments (Dashboard). Domain of the Data will be disaggregated assessment, as ☐ Homeless 2c. 2a,b,c.2 K and 1 students will by subgroups (ELL, SpEd) measured by the ☐ CTE engage in CCSS mathematical 2019-2020 End-of-the-Year learning experiences through the ☐ Other Report. use of 2b1&2. In SY 18-19, 80-90% ☐ N/A GLAD strategies focusing on of all K-1 students will show In SY 18-19, 2b. conceptual understanding of: growth in Pre- and Post of all K and 1 assessments for each learning numbers and number students will move a relationships target, as measured quarterly by minimum of one to teacher-created common grade number operations and base three levels in the level assessments (Dashboard). 10 for grade 1 Mathematics Data will be disaggregated addition and subtraction for Domain of the by subgroups (ELL, SpEd) grade 1 assessment, as 80-90% of teachers will geometric and spatial measured by the utilize GLAD strategies in relationships End-of-the-Year measurement and data math as evidenced by Report. monthly walk throughs In SY 19-20, 2c. 2c1&2. In SY 19-20, 90-100% of all K and 1 of all K-1 students will show students will move a growth in Pre- and Post minimum of one to assessments for each learning three levels in the target, as measured quarterly by Mathematics teacher-created common grade Domain of the level assessments (Dashboard). assessment, as Data will be disaggregated measured by the by subgroups (ELL, SpEd) End-of-the-Year Report.
2a. In SY 17-18, of all K and 1 students will move a minimum of one to three levels in the Mathematics Domain of the assessment, as measured by the End-of-the-Year Report. 2b. In SY 18-19, of all K and 1 students will move a minimum of one to three levels in the Mathematics Domain of the assessment, as measured by the End-of-the-Year Report. 2c. In SY 19-20, of all K and 1 students will move a minimum of one to three levels in the Mathematics Domain of the assessment, as measured by the End-of-the-Year Report. 2a,b,c.1 K and 1 students will engage in CCSS mathematical practices throughout math lessons/activities and throughout other content areas and daily experiences. 2a,b,c.2 K and 1 students will engage in CCSS mathematical learning experiences through the use of GLAD strategies focusing on conceptual understanding of: numbers and number relationships number operations and base 10 for grade 1 addition and subtraction for grade 1 geometric and spatial relationships measurement and data 2a. 2017-2018 2b. 2018-2019 2c. 2019-2020 M. Uwaine (Grade 1 Grade Level Chair) ☐ WSF ☐ Title I ☐ Title II ☐ Title III ☐ IDEA ☐ Homeless ☐ CTE ☐ Other ☐ N/A 2a1&2. In SY 17-18, 70-80% of all K-1 students will show growth in Pre- and Post assessments for each learning target, as measured quarterly by teacher-created common grade level assessments (Dashboard). Data will be disaggregated by subgroups (ELL, SpEd) 2b1&2. In SY 18-19, 80-90% of all K-1 students will show growth in Pre- and Post assessments for each learning target, as measured quarterly by teacher-created common grade level assessments (Dashboard). Data will be disaggregated by subgroups (ELL, SpEd) 80-90% of teachers will utilize GLAD strategies in math as evidenced by monthly walk throughs 2c1&2. In SY 19-20, 90-100% of all K-1 students will show growth in Pre- and Post assessments for each learning target, as measured quarterly by teacher-created common grade level assessments (Dashboard). Data will be disaggregated by subgroups (ELL, SpEd)