Use Data from the Fountaspinnellbenchmark Assessment to Create Flexible Groups For

AdvancED Standards
(check all that apply) / / Annual School Improvement Plan
Continuous Improvement Goal: Develop a comprehensive and balanced assessment system that informs instruction and clearly communicates students’ level of mastery of standards.
Develop and fully utilize a comprehensive collection of appropriate level texts (informational and literary) integrated across all content areas to ensure challenging learning experiences for all students.
SMART Goals: 80% of all K-3 students will make expected or high growth on the FCS SLO’s as measured by the 2014-15 Fountas and Pinnell Benchmark Assessment System by May 2015.
The percentage of 5th grade students scoring proficient and exceeding proficient in Math will increase from the 2014-2015 pre-assessment score of 6% to 50% by February 2015 grading period of the 2014-2015 school year as measured by the FCS Math Grade 5 Interim post-assessment administered in February 2015.
The percentage of 4th grade students scoring proficient and exceeding proficient in Math will increase from the 2014-2015 pre-assessment score of 3% to 50% by the end of the 3rd quarter grading period of the 2014-2015 school year as measured by the FCS Math Grade 4 Interim post-assessment administered in February 2015.
School Name: _Haw Creek Elementary __School Year: _2014-2015
Purpose and Direction
Governance and Leadership
X / Teaching and Assessing for Learning
Resources and Support
Systems
X / Using Results for
Continuous Improvement
Actions, Strategies and Interventions
(Includes Professional
Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
AdvancED Standard(s)
Standard 3: Teaching and Assessing for Learning
The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.
Standard 5: Using Results for Continuous Improvement
The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement. /

Use data from the FountasPinnellBenchmark Assessment to create flexible groups for differentiated reading instruction
Utilize the school’s leveled library and literacy room to ensure the use of a variety of resources and genres are utilized for instruction
Collaborate as a grade level team with support staff to integrate standards across all areas
Utilize a variety of research- based instructional strategies to differentiate reading instruction (ie. STARS/CARS, RazKids,Ready Common Core Resources, i-ready diagnostic/instruction, Accelerated Reader, Study Island, SMART Phonics, Orton Gillingham, 6 Minute Fluency, Read Naturally, and Close Reading Strategies)
Utilize a variety of assessment methods to track student progress in order to make informed instructional decisions and ensure the fluidity of flexible reading groups (ie. F&P fall and winter benchmark assessments, informal running records, AIMS Web, County Common Assessments)

If we utilize a variety of research- based interventions then teachers will be able to meet specific needs of students.
If we use a variety of assessment methods then teachers will be able to plan appropriate instruction to meet student needs.
If teachers use a variety of resources and genres for reading instruction, students will increase vocabulary and comprehension skills.
If teachers collaborate then support staff can help implement strategies to improve reading skills.

August 2014-May 2015

Classroom teachers
Speech pathologists and Special education teachers
EIP, ESOL, and Gifted Teachers
FountasPinnell Reading Benchmark Assessment Kits
Special Area Teachers (Science, Art, Music, PE)
Reading Lab

Level Library (Media Center Teacher/Para)

Ready Common Core Resources

Study Island

Standard 3: Teaching and Assessing for Learning
The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.
Standard 5: Using Results for Continuous Improvement
The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement. /

Training on number talks and common core strategies with Brian Lack
Use of math resource room
Jennifer Parker will be meeting monthly with grade levels to share online math resources, model with manipulatives, and discuss effective teaching strategies.
Jennifer will also be observing and providing feedback to each teacher on 1 math lessons this year, and teaching 2 math lessons in each classroom this year.

If teachers attend the trainings with Brian Lack and Jennifer Parker and implement the strategies, then the students will increase in their levels of proficiency in math.
If teachers use the math resource room, then students will have a better understanding of math concepts, and thus increase their levels of proficiency in math.
If teachers evaluate their feedback from Jen and make adjustments, then they will see growth.

October 2014-February 2015

Brian Lack
Jennifer Parker
Classroom Teachers
Student Support Teachers (Gifted, EIP, ESOL, Special Ed)
Math Resource Room

Create and Implement Vital and Personal Learning Groups (VPLs) based on TKES self-assessment survey results (differentiated professional learning based on individual teacher needs)
Hold monthly VPL group meetings for teachers to research and discuss their specific TAPS Standard
Perform peer classroom observations within the VPL group to improve the quality of instruction

If teachers focus their professional learning in their specific area of need, then they will improve their instructional practices and students will achieve higher growth.
If the administrative team sets aside monthly VPL meeting dates/times, then we can assure professional learning is accomplished.
If teachers perform peer observations within their VPL group, then feedback can be provided to support teachers’ professional growth.

August 2014 – May 2015

August 2014 – May 2015

November2014-January 2015

HCES Administrative Team
Certified Staff
Its Learning (VPL resources within the HCES Staff Course)
ITS

Teachers and administrators will participate in current data teams
Develop and implement a school-wide data teams plan.
Monitor student progress through data teams led by trained teacher leaders.
Continue to develop and utilize a comprehensive collection of leveled texts (informational and literacy)

If teachers work collaboratively to monitor student progress, then they will have specific student data to better inform instructional planning and differentiation.

If we continue to expand our leveled reading resources, teachers will integrate reading across all content areas which will increase student achievement.

August 2014 – ongoing

August 2014 - ongoing

Grade Level Teams/Admin Support
Its Learning Resources
Karl Mercer

Literacy Room Committee
Media Specialist/Para