strategies and time for teachers to implement and Imagine Learning and monitor student mastery of essential computer applications to learning standards. Teachers progress monitor ensure student success. reporting based on the status of those identified students. Track SuccessMaker, Waterford and Imagine Learning computer applications to ensure student success. 2.4 Identified students will receive Tier II small C,D,F Student achievement May 2015 group interventions by the classroom teacher declined according to and highly qualified para-professionals. SAGE. Progress monitoring and on-going interventions The gap between ELL and will be taught to match student individual Non-ELL students needs. Purchase and implement increased. There was an intervention materials and use of overall trend throughout the technology with fidelity. Provided Power hour grades of ELL students not time for Para-professional to teach small group making the same progress of identified students that are not meeting as their peers. standards. On going professional development Continued Professional and instruction to assist the aides in targeting development and time for student needs and provide them with materials teachers to implement and that are researched and district approved. monitor student mastery of Continue to track and monitor identified essential learning standards students being taught by the aides and adjust or additional academic instruction as needed on individual basis support. according to assessments given. Open lines of communication between teachers and aides to ensure the progress and success of student learning. F, G May 2015 $60,000 2.5 Provide kindergarten extensions for Student achievement identified students and/or full-day declined according to kindergarten program to ensure students have a SAGE. solid academic foundation in Language Arts and Math to secure their academic achievement. The gap between ELL and Provide full day sessions of kindergarten as Non-ELL students determined by student placement test. Monitor increased. There was an student needs and adjust students to move from overall trend throughout the half-day to full day as necessary. grades of ELL students not making the same progress
strategies and time for teachers to implement and monitor student mastery of essential learning standards. Teachers progress monitor reporting based on the status of those identified students. Track SuccessMaker, Waterford and Imagine Learning computer applications to ensure student success. and Imagine Learning computer applications to ensure student success. 2.4 Identified students will receive Tier II small group interventions by the classroom teacher and highly qualified para-professionals. Progress monitoring and on-going interventions will be taught to match student individual needs. Purchase and implement intervention materials and use of technology with fidelity. Provided Power hour time for Para-professional to teach small group of identified students that are not meeting standards. On going professional development and instruction to assist the aides in targeting student needs and provide them with materials that are researched and district approved. Continue to track and monitor identified students being taught by the aides and adjust instruction as needed on individual basis according to assessments given. Open lines of communication between teachers and aides to ensure the progress and success of student learning. C,D,F Student achievement declined according to SAGE. The gap between ELL and Non-ELL students increased. There was an overall trend throughout the grades of ELL students not making the same progress as their peers. Continued Professional development and time for teachers to implement and monitor student mastery of essential learning standards or additional academic support. May 2015 2.5 Provide kindergarten extensions for identified students and/or full-day kindergarten program to ensure students have a solid academic foundation in Language Arts and Math to secure their academic achievement. Provide full day sessions of kindergarten as determined by student placement test. Monitor student needs and adjust students to move from half-day to full day as necessary. F, G Student achievement declined according to SAGE. The gap between ELL and Non-ELL students increased. There was an overall trend throughout the grades of ELL students not making the same progress May 2015 $60,000
Columbia-Title-I-Plan-2014-15-compressed.docx