Student Georgia (All Evaluation of Implementation Monitoring Estimated Cost, School or Action /Strategies and Impact on Student Actions of Funding Performance Subgroup, Include description of SWP 2, 7, 9, 10) Learning Implementation Source, and/or Standard Parents, Resources Teachers) Artifacts Evidence (SWP 9) Student Data Quarterly ELA Susan Pleak Instruction K 5 students Primary teachers will implement balanced-literacy instruction School Leaders – Demonstrate: Uses Standard 4: Records vertical meetings includes direct phonics/phonological awareness (Content Providing time and supports research-based Homeroom (Class at a instruction, guided reading, Jr. Great Books, and independent Vocabulary for Guided Reading, Phonics instructional Teachers Glance Monthly data team practice. and Jr. Great Books Specialist) practices that Sheets) meetings positively impact Support Using data to make Upper Elementary teachers will implement balanced- literacy student learning teachers (EIP) Debbie Ruic (AR) based instructional decisions Flexible STEP Teacher instruction which includes morphology instruction, guided (student Tutorial and schedules Instruction reading, Jr. Great Books, and independent practice. Promote the AR ½ day planning program/incentives Enrichment) groups Standard 5: days - subs for enrichment and Differentiates Increased emphasis on writing including explicit instruction STEP Provide 2 full day planning instruction to remediation. of writing skills, in the content areas, and responses to days for teams Groups meet specific Melissa literature in the Units of Inquiry. Upper grades will learning needs of Review of Student Parent Liaison Teachers Demonstrate: incorporate word processing and using technology in the students IB planners Use data to differentiate Data Records in Fall, writing process. instruction and provide Winter, and Spring Assessment support/enrichment Parent sign Standard 2: Uses Content area vocabulary and writing will be developed and in at literacy Provide balanced literacy a balanced system reinforced in the Star Explorers Lab. instruction events of assessments including Teachers will use balanced assessments to monitor student Mrs. Pleak, the content diagnostic, Sign in vocabulary specialist will learning. This will include Fountas and Pinnell running formative, and emphasize content vocabulary sheets from records, written responses to literature, as well as other summative to and writing in the Star quarterly and monitor learning assessments. Explorers Lab. and inform Students Demonstrate: monthly Reading Independently AR instruction – Teachers will analyze data from common assessments to meetings differentiate instruction. Engagement in the learning process during reading instruction Parents Demonstrate: Participation in EIP reading Parent events Support reading in the home
Georgia School Performance Standard Student (All or Subgroup, Parents, Teachers) Action /Strategies Include description of SWP 2, 7, 9, 10) Evaluation of Implementation and Impact on Student Learning Monitoring Actions of Implementation Estimated Cost, Funding Source, and/or Resources (SWP 9) Artifacts Evidence Instruction Standard 4: Uses research-based instructional practices that positively impact student learning Instruction Standard 5: Differentiates instruction to meet specific learning needs of students Assessment Standard 2: Uses a balanced system of assessments including diagnostic, formative, and summative to monitor learning and inform instruction K – 5 students Homeroom Teachers Support teachers (EIP) Primary teachers will implement balanced-literacy instruction includes direct phonics/phonological awareness instruction, guided reading, Jr. Great Books, and independent practice. Upper Elementary teachers will implement balanced- literacy instruction which includes morphology instruction, guided reading, Jr. Great Books, and independent practice. Increased emphasis on writing including explicit instruction of writing skills, in the content areas, and responses to literature in the Units of Inquiry. Upper grades will incorporate word processing and using technology in the writing process. Content area vocabulary and writing will be developed and reinforced in the Star Explorers Lab. Teachers will use balanced assessments to monitor student learning. This will include Fountas and Pinnell running records, written responses to literature, as well as other assessments. Teachers will analyze data from common assessments to differentiate instruction. Student Data Records (Class at a Glance Sheets) Teacher schedules STEP Groups IB planners Parent sign in at literacy events Sign in sheets from quarterly and monthly meetings School Leaders Demonstrate: Providing time and supports for Guided Reading, Phonics and Jr. Great Books Using data to make instructional decisions Promote the AR program/incentives Provide 2 full day planning days for teams Teachers Demonstrate: Use data to differentiate instruction and provide support/enrichment Provide balanced literacy instruction Mrs. Pleak, the content vocabulary specialist will emphasize content vocabulary and writing in the Star Explorers Lab. Students Demonstrate: Reading Independently – AR Engagement in the learning process during reading instruction Parents Demonstrate: Participation in EIP reading Parent events Support reading in the home Quarterly ELA vertical meetings Monthly data team meetings Flexible STEP (student Tutorial and Enrichment) groups for enrichment and remediation. Review of Student Data Records in Fall, Winter, and Spring Susan Pleak (Content Vocabulary Specialist) Debbie Ruic (AR) ½ day planning days - subs Melissa Parent Liaison based
2016-17%20Schoolwide%20Targeted%20Assistance%20and%20School%20Improvement%20Plan%20DRAFT.docx