(6): Establish a school RTI system to increase student growth, increase the effectiveness of instruction and the achievement gap. Decrease the achievement gap between the lowest RTI/Subgroups performing subgroups and the highest performing subgroups by 3 percentage points as measured by the North Carolina End of Grade Test. Ongoing monitoring of progress of all subgroups will be measured using the local assessments (MAP, Reading 3D) and common grade level assessments. (Subgroups-African American, Hispanic, SWD, LEP, ED) Goal 1: Maximize academic achievement in a personalized 21st century learning environment for child to graduate career and college ready. : Academic Growth/High Academic Achievement, Access to Rigor, Closing Achievement Gaps : X At/Above Grade Level in At/Above Grade Level in Enter Kindergarten ready Advanced Reading in K-2 Reading/Writing Grade 3 Reading/Writing Grade 7 Take and pass at least 1 X At/Above Grade Level in Successful completion of Score 1550 on SAT or 22 AP/IB/Post-Secondary Math Grades 3-5 Math I in grade 9 on ACT class & exam : Intervention Team referrals, Reading 3D & Kathy Richardson progress monitoring, EC qualification data, MAP, common NC EOG (determined by what data) Task (title/name) (Student Impact) (estimated cost / Involved (Start—End) Task source) Interim Task (PD) Dates 1. Establish weekly data Miles-P Increasing teachers’ Title 1 Classroom Monthly meetings for grade levels. King-AP capacity to analyze data, teachers, meetings with Carberry-DOI ability to monitor facilitators, dean of Stanley-LF progress routinely, and dean of instruction, Picciano-MF use data to inform instruction Carberry instruction as evidenced by survey data, lesson plans, and monitoring data in Reading 3D.
(6): RTI/Subgroups Establish a school RTI system to increase student growth, increase the effectiveness of instruction and the achievement gap. Decrease the achievement gap between the lowest performing subgroups and the highest performing subgroups by 3 percentage points as measured by the North Carolina End of Grade Test. Ongoing monitoring of progress of all subgroups will be measured using the local assessments (MAP, Reading 3D) and common grade level assessments. (Subgroups-African American, Hispanic, SWD, LEP, ED) Goal 1: Maximize academic achievement in a personalized 21st century learning environment for child to graduate career and college ready. : Academic Growth/High Academic Achievement, Access to Rigor, Closing Achievement Gaps : Enter Kindergarten ready Advanced Reading in K-2 X At/Above Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 X At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT : Intervention Team referrals, Reading 3D & Kathy Richardson progress monitoring, EC qualification data, MAP, common NC EOG (determined by what data) Task Task Task (PD) (title/name) (Student Impact) (estimated cost / source) Involved (Start—End) Interim Dates 1. Establish weekly data meetings for grade levels. Miles-P King-AP Carberry-DOI Stanley-LF Picciano-MF Increasing teachers’ capacity to analyze data, ability to monitor progress routinely, and use data to inform instruction as evidenced by survey data, lesson plans, and monitoring data in Reading 3D. Title 1 Classroom teachers, facilitators, dean of instruction Monthly meetings with dean of instruction, Carberry
School%20Improvement%20Plan%202013-2014.docx