2014-2015 SCHOOL IMPROVEMENT: LIVE OAK ELEMENTARY SCHOOL

SUBGROUP ACHIEVEMENT
SUB / STUDENT GROUP / CURRENT STATE / PERFORMANCE TARGET / GOAL IF
HIGHER PT / STRATEGIES USED TO ACHIEVE GOAL / WHO IS RESPONSIBLE? / METRICS
READING / ALL STUDENTS / 93% / 95.2% / ·  Implement Intervention protocols to assist at risk students in Reading such as MobyMax Intervention Lab, Academic Mentoring
·  Implement Daily 5/CAFÉ (K & 1st grade)
·  Create a classroom library to offer more opportunities for Silent Sustained Reading
·  Increase DOK questioning in classroom lessons
·  Provide opportunities for students to respond to questions in a constructed response format
·  Implement research based instructional strategies (RBIS) into daily instruction
·  Integrate technology resources such as BrainPop, Think Gate, My Big Campus, iPad resources into instruction
·  Post anchor charts, learning targets, student work, and essential questions in the classroom
·  Use a variety of formative and summative assessments; implement summarizing techniques throughout lessons
·  Utilize STAR Reading or Early Literacy data reports to group students by standard for small group instruction / Classroom Teachers
Assistant Principals
Principal / Georgia Milestones Reports
ThinkGate Reports
TKES Walkthroughs
NCSS Walkthroughs
ASIAN/PACIFIC ISLANDER / See Above Strategies
BLACK / 92% / 92.5%
HISPANIC
ALASKAN/AMERICAN INDIAN
WHITE / 88% / 97.5%
MULTI-RACIAL
STUDENTS WITH DISABILITIES / 67% / 83.6%
ENGLISH LEARNERS / 93% / 89.9%
ECONOMICALLY DISADVANTAGED / 92% / 93.1%
SUB / STUDENT GROUP / CURRENT STATE / PERFORMANCE TARGET / GOAL IF HIGHER PT / STRATEGIES USED TO ACHIEVE GOAL / WHO IS RESPONSIBLE? / METRICS
ENGLISH LANGUAGE ARTS / ALL STUDENTS / 86% / 93.8% / ·  Implement Intervention protocols to assist at risk students in Reading such as MobyMax Intervention Lab, Academic Mentoring
·  Implement Daily 5/CAFÉ (K & 1st grade)
·  Implement research based instructional strategies (RBIS) into daily instruction
·  Increase DOK questioning in classroom lessons
·  Provide opportunities for students to respond to questions in a constructed response format
·  Integrate technology resources such as BrainPop, Think Gate, My Big Campus, iPad resources into instruction
·  Post anchor charts, learning targets, student work, and essential questions in the classroom
·  Use a variety of formative and summative assessments; implement summarizing techniques throughout lessons
·  Utilize STAR Reading or Early Literacy data reports to group students by standard for small group instruction / Classroom Teachers
Assistant Principals
Principal / Georgia Milestones Reports
ThinkGate Reports
TKES Walkthroughs
NCSS Walkthroughs
ASIAN/PACIFIC ISLANDER
BLACK / 85% / 91%
HISPANIC
ALASKAN/AMERICAN INDIAN
WHITE / 88% / 96.1%
MULTI-RACIAL
STUDENTS WITH DISABILITIES / 57% / 80.5%
ENGLISH LEARNERS / 86% / 87.3%
ECONOMICALLY DISADVANTAGED / 85% / 91.2%
SUB / STUDENT GROUP / CURRENT STATE / PERFORMANCE TARGET / GOAL IF HIGHER PT / STRATEGIES USED TO ACHIEVE GOAL / WHO IS RESPONSIBLE? / METRICS
MATH / ALL STUDENTS / 79% / 89.4% / ·  Utilize Concrete/Representation/Abstract (CRA) math model in math instruction
·  Implement Intervention protocols to assist at risk students in Math such as MobyMax Intervention Lab, Academic Mentoring
·  Increase DOK questioning in classroom lessons
·  Provide opportunities for students to respond to questions in a constructed response format
·  Implement research based instructional strategies (RBIS) into daily instruction
·  Integrate technology resources such as BrainPop, Think Gate, My Big Campus, iPad resources into instruction
·  Post anchor charts, learning targets, student work, and essential questions in the classroom
·  Use a variety of formative and summative assessments; implement summarizing techniques throughout lessons
·  Utilize STAR Math data reports to group students by standard for small group instruction / Classroom Teachers
Assistant Principals
Principal / Georgia Milestones Reports
ThinkGate Reports
TKES Walkthroughs
NCSS Walkthroughs
ASIAN/PACIFIC ISLANDER
BLACK / 78% / 83.9%
HISPANIC
ALASKAN/AMERICAN INDIAN
WHITE / 88% / 93.6%
MULTI-RACIAL
STUDENTS WITH DISABILITIES / 47% / 75.9%
ENGLISH LEARNERS / 86% / 83.3% / 89%
ECONOMICALLY DISADVANTAGED / 79% / 85.3%
SUB / STUDENT GROUP / CURRENT STATE / PERFORMANCE TARGET / GOAL IF HIGHER PT / STRATEGIES USED TO ACHIEVE GOAL / WHO IS RESPONSIBLE? / METRICS
SCIENCE / ALL STUDENTS / 76% / 84.3% / ·  Implement supplementary Science instruction as a part of the Specials schedule (Focus Schools/FLP)
·  Increase DOK questioning in classroom lessons
·  Provide opportunities for students to respond to questions in a constructed response format
·  Integrate Science and reading strategies
·  Increase virtual field trips to expand students’ background knowledge
·  Implement research based instructional strategies (RBIS) into daily instruction
·  Integrate technology resources such as BrainPop, Think Gate, My Big Campus, iPad resources into instruction
·  Post anchor charts, learning targets, student work, and essential questions in the classroom / Classroom Teachers
Assistant Principals
Principal / Georgia Milestones Reports
ThinkGate Reports
TKES Walkthroughs
NCSS Walkthroughs
ASIAN/PACIFIC ISLANDER / See above strategies
BLACK / 74% / 75.4%
HISPANIC
ALASKAN/AMERICAN INDIAN
WHITE / 88% / 91.5%
MULTI-RACIAL
STUDENTS WITH DISABILITIES / 44% / 68.3%
ENGLISH LEARNERS / 93% / 74.2% / 94%
ECONOMICALLY
DISADVANTAGED / 75% / 78.2%
SUB / STUDENT GROUP / CURRENT STATE / PERFORMANCE TARGET / GOAL IF HIGHER PT / STRATEGIES USED TO ACHIEVE GOAL / WHO IS RESPONSIBLE? / METRICS
SOCIAL STUDIES / ALL STUDENTS / 79% / 83.4% / ·  Integrate Social Studies and reading strategies
·  Increase virtual field trips to expand students’ background knowledge
·  Increase DOK questioning in classroom lessons
·  Provide opportunities for students to respond to questions in a constructed response format
·  Implement research based instructional strategies (RBIS) into daily instruction
·  Integrate technology resources such as BrainPop, Think Gate, My Big Campus, iPad resources into instruction
·  Post anchor charts, learning targets, student work, and essential questions in the classroom / Classroom Teachers
Assistant Principals
Principal / Georgia Milestones Reports
ThinkGate Reports
TKES Walkthroughs
NCSS Walkthroughs
ASIAN/PACIFIC ISLANDER
BLACK / 78% / 75.2% / 81%
HISPANIC
ALASKAN/AMERICAN INDIAN
WHITE / 88% / 90.1%
MULTI-RACIAL
STUDENTS WITH DISABILITIES / 46% / 66.4%
ENGLISH LEARNERS / 86% / 72.9% / 89%
ECONOMICALLY DISADVANTAGED / 78% / 76.9% / 81%