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Elementary Action Plans

Each year our school district asks the principals to present their Schools' Action Plans to the School Board. Our 5 Elementary Schools presented this...
by

Michelle Auger

on 19 August 2015

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Transcript of Elementary Action Plans

ELEMENTARY SCHOOL
ACTION PLANS

Timberlane Regional School District
SANDOWN CENTRAL
POLLARD SCHOOL
DANVILLE ELEMENTARY SCHOOL
ATKINSON ACADEMY
Goal #2: Communication
By June 2014, we will have established communication norms and procedures to optimize collaboration, as measured by 80% staff consensus.
Goal #1: Assessment
By January 2014, the Leadership Team will develop data collection systems to assess and adapt instructional practices in response to data and educator feedback, as measured by a completed written data collection form.
Goals #3: RTI

By June 2014, Teachers will make informed instructional decisions based on formative and summative data to accelerate student achievement by 5%. Pacing and instruction will be responsive to assessments.
Goal #3 : Data
In an effort to improve student performance, the data team will assist teachers in the creation of a system by which students are vested in monitoring their own progress. This will be measured by 3% improvement in student achievement in academics over their fourth and fifth grade years.
Goal #1: Common Core
In an effort to create a shared language between schools and develop an understanding and implementation of the Common Core Standards, Sandown Central and Sandown North will meet and collaborate for professional development, which will be measured by exit slips and surveys at the end of each collaborative session.
SANDOWN NORTH
Goal #1
During the school year 2013-2014, Danville Staff will explore and develop a plan for differentiated instruction during small group instruction in reading and math to ensure no more than 15% of students participate in tier 2 for remediation.
Goal #2: RTI
During the school year 2013-2014, Danville staff will use the data system established to make instructional decisions within our RTI model with at least 5% gains in reading and math.
Goal #3
During the school year 2013-2014, the Universal Team will create clear behavioral expectations and consistent consequences by designing, facilitating, and evaluating a program of positive interventions and supports using collected data.
Goal #1
In an effort to ensure that no more than 15% of the student population will require strategic intervention all staff (Professional & Support) will continue working to support students in all grade levels in the area of literacy and mathematics. Student progress will be monitored using end of unit benchmark assessments in both areas throughout the 2013-2014 school-year.
Goal #2
Atkinson Academy will have a systematic data collection process in place by June 2014 that will provide teachers with accurate and reliable information from which instructional decisions can be made.
Goal #3
Atkinson Academy will develop a systematic behavior management plan to be designed and implemented during the 2013-2014 school year.
Goal #1: Literacy
All students will increase acquired skills critical to literacy development by 5-8% by the end of the 2013-2014 school year as measured by pre- and post-assessments, including emergent literacy checklists for pre-kindergarten and grade level word lists for kindergarten through fifth grade.

Areas of Focus of acquired skills critical to literacy development:

~PreK/K: Emergent-Letter name-alphabetic
~Grade 1: Late emergent- Within word pattern
~Grade 2: Late letter name-Early syllable and affixes
~Grade 3: Within word pattern-Syllables and affixes
~Grade 4: Within word pattern-Syllables and affixes
~Grade 5: Syllables and affixes-Derivational relations

Goal #2: Math
All Students, as indicated below, will increase mastery in the “Critical Areas of Focus” based upon the Common Core Standards for their grade level by 5-8% by the end of the 2013-14 school year as measured by pre- and post-assessments.

Critical Areas of Focus:

~PreK/K: Fluency of number sense including demonstration (objects)
and ability to compare whole numbers within 20.
~Grade 1: Fluency and understanding of addition facts within 20.
~Grade 2: Fluency and understanding of subtraction facts within 20.
~Grade 3: Fluency and understanding of multiplication facts up to
100.
~Grade 4: Fluency and understanding of division facts up to 100.
~Grade 5: Fluency and understanding with addition and subtraction
of fractions.

Goal #3: Science
To increase students’ scientific knowledge, critical thinking, habits of mind, vocabulary, writing and use of graphical tools by participating in a grade level scientific research based project. A grade level summative assessment will be used to measure student achievement (process and product will be measured by grade level rubrics). Grade 4 Science NECAP scores will increase 5-8% in the proficient level in comparison to the spring 2013 results.

Grade level scientific research based project theme:

~PreK/K: The Four Seasons
~Grade 1: The Five Senses
~Grade 2: Plants
~Grade 3: Simple Machines/Motion
~Grade 4: Food Chains and Webs
~Grade 5: Structure of Matter/Chemical Reactions

Goal #4: Climate
To improve the learning environment and culture of Pollard School, all community members will model our core values and expectations during the 2013-14 school year. This will be measured by reviewing student behavior referral forms documented with the School Wide Informational System (SWIS) program and pre-post staff climate surveys. Pollard has baseline data from the staff climate surveys taken in the fall and spring of the 2012-13 school year.
What you do today makes a difference tomorrow.
Welcome!
Goal #4: Instruction
By June 2014, students will partake in weekly experiences that engage multiple modes of learning, as measured by walk-throughs and observations.
Goal #2: Math
In an effort to improve student achievement in mathematics, we will further develop, extend and refine our RTI framework, by more effectively utilizing data to plan and implement focused group instruction in mathematics. Progress will be measured by increasing the percentage of students at the proficient level on assessments by 3%.
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