A 3-Year Continuous School Improvement n Achievement Plan

8/18/2019 A 3-Year Continuous School Improvement n Achievement Plan

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Key SIPlan 2007-2008 Final.doc– Page 1 – Updated: 11/26/2007

A 3-Year ContinuousSchool Improvement and

Achievement Plan

Francis Scott Key Elementary SchoolTulsa Public Schools

Neal S. Pascoe, PrincipalSchool Year 2007 - 2008

Written and monitored by:

Carol Isam, Kindergarten Teacher Amy Hickman, First grade Teacher

Ramona Gestland, Second Grade Teacher

Anita Moses, Third Grade TeacherKenneth Joslin, Fourth Grade TeacherRegina Lunsford, Fifth Grade Teacher

Kimberly Myers, ParentNeal S. Pascoe, Principal


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TABLE OF CONTENTS

1. INTRODUCTION / PROFILE

1.1 DESCRIPTION OF THE SCHOOL...................................................3-61.2 MISSION AND API / AYP STATUS / COORDINATION OF SERVICES...... 7-8

1.3 IN SUPPORT OF TPS CORE GOALS ............................................9-10

1.4 IN SUPPORT OF TPS BELIEFS ......................................................11

1.5 NCLB COMPLIANCE ELEMENTS AND BUILDING RESPONSES........ 12-13

2. DATA SUMMARY AND

DATA ANALYSIS RESULTING IN IDENTIFIED PRIORITIES

STATISTICAL PROFILE OF SCHOOL ................................................. 14 INDIVIDUAL GRADE LEVELS / CURRICULAR AREAS. ............ 15- 22

3. BUILDING GOALS

SPECIFIC GOALS TO BE ADDRESSED BY ACTION PLANS .... ……. 23-25

4. ACTION PLANS BY INDIVIDUAL GRADE LEVELS AND BUILDING

4.1 LANGUAGE ARTS / ENGLISH BY GRADE LEVEL.............… 26-38

4.2 MATHEMATICS BY GRADE LEVEL…….............................….39-51 4.3 BUILDING-WIDE ATTENDANCE................................................... 52

4.4 BUILDING-WIDE CLIMATE / BEHAVIOR ......................................53

5. THREE (3) YEAR TIME LINE

FOR IMPLEMENTATION, REVIEW AND REVISION …… …......……. 54-55

6. APPENDICES ............................................................................. 71

COMPLIANCE MATRIX ........................................................................... 56

PROFESSIONAL DEVELOPMENT NEEDS ASSESSMENT................. 57-59


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1. INTRODUCTION / PROFILE1.1 DESCRIPTION OF THE SCHOOL

Section A: Who We Are and Who We Serve

Francis Scott Key Elementary School is proud to be named after the man who pennedour National Anthem. The school is in Southeast Tulsa and is one of the schools thatfeeds into Memorial High School, located just to our west. We currently serve 443students in our Pre-K through 5th grade classes. The face of the community has changedthrough the 45 years Key has been operating. Once a neighborhood of middle/uppermiddle class families, it now includes moderate and low income housing. Although it hasseen a decline in socio-economic status, it remains the “Star Spangled School of thedistrict.” The school populace is 38% Caucasian, 30% Hispanic, 22% African American,8% American Indian and 2% Asian.

Key Elementary has 57% of its students receiving free lunch, 14% of the students onIndividual Educational Plans and an attendance rate of approximately 94%. The schoolhas been recognized by the district as a Standard Bearer (3.00 or above) and one withthe distinction of Best Ever, thus noting it as an Exemplary school as a result of thestudents’ performance on the 2004-2005 Accountability Plan. The student populationhas a growing mobility rate of 48% for the 2004-05 school year, although maintaining aholding power of 84% for the same year.

Key Elementary has experienced an increase in enrollment and as a result has addedtwo teachers to the faculty. With a recently completed lower grade wing that includes anew library/media center and eight classrooms and with the addition of two moreclassrooms, the school is beginning to see a resurgence of energy and high expectationsfor continued success.


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Section B: Programs and Achievements

Programs in place include:

• Target Teach • Computer Lab with Lab Assistant

• Cub Scouts & Girl Scouts

• Reading Sufficiency Tutor • English Language Learners’Classes

• Safety Patrol

• Tulsa Reads • Half day 4 year old Program • Student Council and RedCross

• Literacy First • Full day Kindergarten • Before and After SchoolCare

• Reading Counts • Breakfast in the Classroom • Physical EducationProgram

• 4-Block Framework • TRIBES • Gifted and TalentedProgram

• Planned Reading at Homewith Parents

• Indian Education Enrichmentprogram

• Music Program (Choral,Strings)

• Highly Qualified Teaching Assistants and Para-Professionals

• Junior Leadership Corps • Art Program

• Fact Masters & MathMinutes

• Science Enrichment Activities • Character Counts andCharacter Ed. Incentives

• Student maintained schoolwide recycling program

• Partners in Education:Bethany Lutheran Church,Celebration Station, MarieCallender’s, Johnny Carino’s,Doubletree Hotel, Park PlazaChurch of Christ, ResurrectionCatholic Church, St.Dunstan’s Episcopal Church,Sam’s Club, First FidelityBank, Parkview BaptistChurch, Jeff’s Plumbing

Company, Romero HealthCenter, Tulsa PowderCoatings, Gourmet on the Go

• PTA SponsoredFundraising Events andFamily Fun Night to FosterFamily Time

• Author Visits • Exchange City-5th Grade • School Improvement Grant

• Spelling Bee Participation • Speech/Arts Contestparticipation

• Operation Aware

• Monthly Principal’s &Classroom Newsletters andStudent Newsletter

• Philbrook UFO Art Program • KIDZ (Kids IntellectualDevelopment Zone) AfterSchool Program

• Jump Rope Competition andFun Runs

• Girls Read After-School BookClub

• District Wide Track Meet

• STAR Student Recognition • Junior Achievement • Gymnaestrada


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Achievements in place include:• Discipline – Discipline referrals, suspensions and

acts of physical aggression / confrontationremain low

• Increased Active ParentalParticipation as evidenced by parentconferencing, classroom visits

• Professional Development – Increasedattendance in professional development activitieswhere data reflected a need for improvement

• Student achievement in MLK Speechcontest.

•

Academic Performance – Reading and Mathscores continue to improve in some grade levels’standardized test scores

•

Received 2 grants from Tulsa Fundfor Teachers

• Attendance rate continues to increase • Met AYP in all areas

Section C: Transitions

To receive a new student / parent to Francis Scott Key Elementary School thefollowing activ ities and processes are in place:

• All staff members welcome the family and student to promote the “open door” policy that

is in effect at the building.• The Four Year Old program provides a developmentally appropriate program to transitionchildren from home to school.

• For Hispanic families, a bilingual para-professional is on-site to assist with translationneeds.

• A caring environment (TRIBES model) has been woven into the fabric of Francis ScottKey Elementary School.

• Content of TPS Standards and Benchmarks for each grade level will naturally progress ina way that provides a smooth transition each year.

• The Strings Program allows students to develop an interest in this area before joining theorchestra at the middle school level.

• Fifth and Sixth grade teachers plan together with the counselors from each level duringthe year, and especially at the final term, in order to prepare the students for the multipleperiod day and the class changes that accompany that schedule.

• Grade levels visit the next grade level during the last week of school.

• Teams meet to provide and promote vertical and horizontal alignment of the curriculum/academic expectations.

Career Awareness / Orientation / Exploration activities include:• The recognition of career awareness is an important piece to our curriculum at Francis

Scott Key Elementary School. An annual Career Day is held at school in order forstudents to become aware of the multitude of available careers.Guest speakers from various colleges, businesses and technical schools participate.

Preparation for vertical articulation includes:• Visitations and Power Point presentations to the feeder pattern elementary schools.

• Sixth-grade orientation for all enrolled 5th grade students and parents.

• End of the year parent/social meeting with for prospective 5th grade students.

• Various club/organizational members from Byrd Middle School visit our school to generateinterest in attending that school in the fall.


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Section D: Challenges

Key Elementary School embraced many facets of the Tulsa Model beginning with SusanKovalik’s ITI Model about six years ago. We have felt that we are one of the leaders ofthe Tulsa Model. Improvement has been gradual in both academics and in behavior.When we began using Tribes to build community, our office referrals were high – 357 in2000-2001. In 2002-2003, they dropped to 66 and many of these were by a very few

students. Discipline referrals are no longer a major concern for Key teachers. Our scoreson standardized testing have improved also. We are aware we did not make API in the2003-2004 school year in special education, and we know we need to work in this area.Each year, our population has continued to change. Annually, our Hispanic enrollmenthas increased and our poverty level has increased.

The poverty rate of our students has made a gradual increase each year. As researchshows, a low income can have a dramatic impact on a child’s academic performance.Maslow reminds us that when a child’s basic needs are not being met, it is difficult for thechild to focus and excel. One way we have tried to combat the need for food is toimplement Breakfast in the Classroom. Often times, the parents’ working hours are in

conflict with the school hours, and thus result in many latch key children.

Again, due to the limitations of some of our parents, attendance continues to be an areain which we think we need to improve. We are monitoring the attendance rates, and seethat the biggest problem appears to be in the lower grades. We are working with the PTAto provide a better understanding of how important it is for children to attend class eachday and to remain for the duration of the day. Transportation needs become an issue formany families, especially with children in the four year old half day program.

Our school’s staff does not view the above as insurmountable challenges; rather, theyare viewed as opportunities to be addressed where and when possible through the

collective efforts, energies and talents of this staff.


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1. INTRODUCTION / PROFILE1.2 MISSION, API / AYP STATUS AND COORDINATION OF SERVICES

The MISSION of Francis Scott Key Elementary School is that the Francis Scott KeyCommunity will ensure a quality learning experience every day for every childusing current brain research strategies to enable all s tudents to achieve academic,personal and social success and become positive cit izens.

To achieve our MISSION we are guided by the following PRINCIPLES…

• Everyone can and will learn.

• High expectations yield high results.

• Quality learning experiences require:• An effective teacher in every classroom;• An effective principal in every school;• A challenging curriculum;• Adequate resources;• Continuous improvement in every classroom, office and department;

• Shared accountability among students, teachers, administrators, staff, parents andcommunity; and

• A safe, secure, non-threatening, comfortable environment.

• Families and communities are essential partners in the education process.

• Every employee is personally responsible to model ethical behavior, exhibit a strong workethic and to achieve high performance.

• Every individual has dignity and worth.

• A diverse community of learning requires a variety of educational opportunities.

API / AYP STATUS

API numeric status reporting for Key Elementary:

Year Math- All Students

StateMath Target

AYP?Yes, Noor SH

Reading – Al l Students

StateReadingTarget

AYP?Yes, Noor SH

2002 – 2003 845 648 Yes 857 622 Yes2003 – 2004 2004 – 20052005 – 2006

91812531321

790790790

YesYesYes

70810071211

768768768

NoYesYes

2006 – 2007 1477 932 Yes 1433 914 Yes

Attendance statistics are:

Year Attendance Rate Target Rate

2002 – 2003 93.8 (976) 91.2 (664)2003 – 2004 2004 – 20052005 - 2006

94.0 (1000)92.8 (856)93.7 (964)

91.2 (664)91.2 (664)91.2 (664)

2006 – 2007 94.1 (1012) 91.2 (664)


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1. INTRODUCTION / PROFILE1.3 IN SUPPORT OF TPS CORE GOALS

TPS Core Goals Key’s Complementary ActionsI. Student Learning & Performance By 2010, each student will meet or exceedstate and national standards by

demonstrating mastery of an individualizedand challenging comprehensive curriculum.

P.A.S.S. focused curriculumTarget Teach – to focus (drive) reading and mathinstruction through continuous assessment

GATES assessments/dataGrowing With Mathematics/Reading Counts

II. Efficient & Effective Operations By 2010, each Tulsa Public Schooldivision, department and office will meet orexceed all generally accepted standards ofperformance effectiveness.

Tulsa Model for School ImprovementSite Technical Support Team TrainingDistrict Accountability PlanSIPlan - Site Improvement PlanPerformance Excellence Focus

III. Parent/Guardian & CommunityInvolvement By 2010, each school community willdemonstrate exceptional parent/guardianinvolvement and support through 100%membership in its respective

parent/guardian association, and thedistrict will triple its Partners-in-Educationagreements with community, businesses,institutions, organizations and agencies.

After school tutoring/enrichment (various communityagencies)Family Reading/Literacy NightsParent-Teacher conferencesPartners in Education InvolvementParent Teacher Association

Planned Reading at Home with Families

IV. Faculty & Staff Focus By 2010, all employees will be highlyqualified in their positions and CHOOSE toremain with TPS.

Key Elementary is committed to the professional growthand development of each newest staff member. When anew staff member arrives he/she is immediatelyinterviewed by the Principal and the Principal “pairs” thenew staff member with a compatible, resource-rich andexperienced colleagues. The senior staff membermentors the new staff member and is charged with theresponsibilities of “linking” experiences with the needs ofthe mentee. At grade level / curricular level meetingsentire teams provide a network of support,encouragement and resources for each new staffmember.

The SIPlan process serves as the foundational blueprintin the development of the new staff member’sunderstanding of the instructional / curricular directionsof the building. Inherent in the mentor / menteerelationship is a philosophy of two-way communicationand sharing of ideas. New staff members areencouraged and promoted to offer suggestion, directionand focus to all activities of the school. They are alsoencouraged to provide on-site and off-site opportunitiesto increase the experiential base of the new staff

member alternate scheduling processes that are inplace, e.g., providing substitute cover, shadowinganother staff member, teaming opportunity, participationin small learning communities on focused topics andvisiting alternate sites to view programs and approaches.Close partnerships exist between the school and local,regional and state-wide centers of higher learning. Eachpartner provides all staff members, new and seasoned,with opportunities for coursework, collaboration andother venues of collegial decision-making.


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Tulsa Public Schools has a Professional DevelopmentProgram that promotes professional competence of allcertified, licensed and support personnel. The Districtwill offer and all certified employees will participate inprofessional development for all topics as may berequired by law. Whether or not required by law, theDistrict will offer and all certificated employees will

participate in training that includes the following topics:classroom management and student disciplinestrategies, outreach to parents, diversity andmulticultural education and other components asrequired for school improvement.

V. Quality PerformanceBy 2010, Tulsa Public Schools will win theMalcolm Baldrige National Quality Award.

Full day KindergartenHalf day Early ChildhoodSite-based professional developmentContinuous improvement driven by dataSite Technical Support TeamPerformance Excellence Focus/Training

Balance of this page is blank.


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1. INTRODUCTION / PROFILE1.4 IN SUPPORT OF TPS BELIEFS

Balance of this page is blank.

TPS Beliefs Key’s Complementary Actions A. Everyone Can & Wil l Learn Inclusion

Target TeachDaily Flex Skill group.

B. High Expectations Yield High Results . Continuous assessment/Progress ReportsData driven instructionP.A.S.S. curriculum base

C. Effective Teachers in Every Classroom Professional Development (site/TPS delivered)District Level Department/Grade-Level meetingsPeer coaching/planning (grade-level)

D. Effective Princ ipals in Every School High ExpectationsHigh Visibility in schoolProfessional Development (Personal and Stafflevels)Easily Accessible to students, parents, teachers andcommunity

E. Safe, Secure, Non-ThreateningEnvironments

TRIBESSelf-contained organizations/Breakfast in the

Classrooms ;Safety PatrolJr. Leadership Corp.

F. Individual Dignity & Worth TRIBES – Life skill developmentSite philosophy of respect/dignity

G. Challenging Curriculum P.A.S.S. based curriculumFine Arts / P.E. enrichmentData-driven instruction

H. Adequate Resources Title I21

st Century Grant

Partners in EducationReading Sufficiency

I. Continuous Improvement Professional Development

Data driven instruction (Literacy First, TargetTeach, Yearly/Progress Pro, etc.)

J. Shared Accountability Being-There Study TripsStudent achievement monitoringFamily participation

K. Families / Communities as Partners Home Visits / Parent ConferencesPartners in EducationFamily NightsStudent Music Performances

L. Variety of Educational Opportunities Service LearningFine Arts enrichment; Being-There Study tripsThe ZONE


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1. INTRODUCTION / PROFILE1.5 NCLB COMPLIANCE ELEMENTS AND BUILDING RESPONSES

NCLB Compl iance Elements Key’s Response1. Using research-based strategies that address theacademic issues that caused the school to beidentified

Academic Improvement :Data driven, PASS-based curriculumReading Mastery instruction, school-wide

SRA Reading After-School Tutoring At tendance:Incentives for 100% attendance classes, grade levels &individually daily, monthly, quarterly, each semester andend of the year

2. Adopting “ Best Practices” Weekly meetings:Grade level/faculty meetingsSite Delivered Training:Data disaggregation and literacy/math curriculum use

3. Meeting professional development needs Literacy & Math:5 days devoted solely to professional development inthese areas

Peer Coaching:Weekly/monthly meetings centered on data and studentproficiency

4. Using professional development funds effectively Instructional Improvement:Professional development funds provide for school-wideinstructional improvementData Disaggregation and Use:On-going data disaggregation support is providedthroughout the year with ECS, Target Teach and districtconsultants.

5. Setting annual goals Academic: All students will develop language arts and math skillsneeded to be successful as determined by state anddistrict assessment.

At tendance:95% of students will attend school daily.Climate/Behavior:Students and staff will embrace the 7 CommunityGuidelines and Life Skills as part of their dailyinteractions.Parent Commitment:PTA involvement

6. Outlining parent notices School-wide:Outdoor marquee signWritten notices (in Spanish & English when available)

Announcements at Special Events and Parent MeetingsWeb site

Monthly Principal’s NewsletterMultiple teacher websites and/or weekly classroomnewslettersClassroom:Conversations with parentsWritten noticesClassroom newsletters

7. Assigning responsibilities Administration creates ownership for student successwith teachers and parents supported and assisted bydistrict and guided by the state.


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NCLB Compliance Elements(continued)

Key’s Response(continued)

8. Increasing parent involvement After-school oppor tunities:Family Fun NightsMonthly music programsNutrition education activitiesDuring school opportunities:Grade level parent meetings

Classroom partiesSpecial events

At Home Oppor tuni ties:Planned Reading with parents

9. Increasing inst ructional time Scheduled uninterrupted blocks of instruction.

10. Setting up teacher mentoring District resource teachersGrade level teaming/planningBeginning peer walk-throughs


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OCCT Regular Education Results by Grade 2005-07

Percent Scoring Satisfactory or above

9 7 1

0 0

1 0 0

9 0

9 6

9 7

9 0

9 1

9 6 1

0 0

9 3

9 2

1 0 0

7 8

9 0

1 0 0

8 5

9 6

9 6 1

0 0

1 0 0

7 7

5 8

8 3

0

10

20

30

40

50

60

70

80

90

100

3rd

2005

3rd

2006

3rd

2007

4th

2005

4th

2006

4th

2007

5th

2005

5th

2006

5th

2007

Math Reading Science Social Studies

Key Academ ic Perfo rm ance Index Comparison

932

932

932

932

932

914

914

914

914

914

914

1508

1523

1449

1513

1350

932

1418

1477

1480

1472

1456

1556

1433

846

1233

1028

952

961

1263

1027

1054

1039

1114

1106

874

0 500 1000 1500

Math Regular Ed

Math All

Math Male

Math Female

Math White

Math Econ Dis

Reading Regular Ed

Reading All

Reading Male

Reading Female

Reading White

Reading Econ Dis

State Target School Distr ict

2) DATA SUMMARY / PROFILE DATA ANALYSIS resulting in IDENTIFIED PRIORITIES

with DATA DISPLAYS

Student Information American Indian 7.6% Asian 2.3% African American 22.1%Hispanic 29.9%Caucasian 38.2%Students on IEP 14.0%Students with free lunch 57.2%

Attendance 94.1%Total Students (End of Year 2007) 435

Adequate Yearly Progress? Yes.

Staff Information Advanced degreesDoctorate 0Masters 9Bachelor 21

National Board Certified 1Experienced (11+ years) 15Highly Qualified 100%

Attendance 96.4%Minority 6Gender

Female 27Male 3

Student Teacher Ratio 16.1 to 1

Classes with 30 or more students 0

(Start time – 7:55, End time – 2:45)

CurriculumFull day KindergartenHalf day 4 year old programMusic (Choral, Strings)

Art programMulti-level tutoringComputer LabScience EnrichmentPhysical Education programGifted and Talented

Act iv it ies Student Council

Red CrossBreakfast programBefore and After School Care

ScoutsSportsSafety PatrolJr. Leadership CorpsThe Zone s ecial interest

ey

Francis Scott Key has been a “shining star” in the TulsaPublic School system since it was built in 1960. We are

proud of our past accomplishments and present success.We eagerly anticipate the future in which students,

faculty, staff and community “reach for the stars.”Neal Pascoe, Principal

5702 South Irvington AvenueTulsa Oklahoma918-833-9480

School colors are red, white, and blue.www.tulsaschools.org/schools/key


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2) DATA SUMMARY DATA ANALYSIS resulting in IDENTIFIED PRIORITIES

With DATA DISPLAYS

Early ChildhoodData Analysis Resulting in the Following Identif ied Prior ities

The Early Childhood staff at Key Elementary School utilizes ongoing assessment procedures toimplement the following assessment tools:

• TPS Early Childhood Growth Inventory

• (Pre-screening in August/Post-screening in April)

• Weekly dialog assessment

• Pairing sharing

• Participation in Language Experience Activities

• Growing with Mathematics assessments

Based upon these tools in conjunction with teacher-made tests, observations, and studentportfolios, goals for instructional emphasis are:

Language Arts:• Print Awareness 1.1 (06-07)

• Comprehension 6.1 (06-07)

Mathematics:• Measurement 4.1 (06-07)

Ongoing assessments in conjunction with teacher-made tests, teacher observation and analysis

of assessment result in instructional goals for these areas.


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KindergartenData Analysis Resulting in the Following Identif ied Prior ities

The Kindergarten staff at Key Elementary School utilizes ongoing assessment procedures toimplement the following assessment tools:

• TPS Kindergarten Assessment Tool (KAT)

(Pre-screening in August, Post-screen in May)• BEAR Assessment

• Higher level and open ended questions to answer

• Daily class work

• Oral/verbal Participation

• Morning group time

• Interaction and discussion during centers


Language Arts:• Phonological/Phonemic Awareness / Identify and Produce Simple Rhyming Pairs 2.1

• Phonological/Phonemic Awareness / Distinguish Onset and Rime 2.3

• Phonological/Phonemic Awareness / Blend to Blend Phonemes to Form a Word 2.6

Mathematics:• Number Sense 2.8

Retired:• Measurement 4.1 (06-07)

• Number Sense 2.1 (06-07)

• Vocabulary 4.1 (06-07)• Listening 1.1 (06-07)

Ongoing assessments in conjunction with teacher-made tests, teacher observation and analysisof assessment result in instructional goals for these areas.


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1st GradeData Analysis Resulting in the Following Identif ied Prior ities

The 1st Grade staff at Key Elementary School utilizes ongoing assessment procedures toimplement the following assessment tools:

• Skill assessments

• Weekly spelling feature assessments• End of Unit Reading Assessments

• Growing with Math assessments and Math activities

• Growing with Math Maintaining Concepts and Skills

• Weekly homework to reinforce skills

• Learning centers reinforcing skills


Language Arts:• Phonics/Decoding 3.1

• Phonics/Decoding 3.2

Mathematics:• Number Operations and Computation 3.1

Retired:• Number Sense 2.1 (06-07)

• Number Sense 2.2a (06-07)

• Phonological/Phonemic Awareness 2.4 (06-07)

• Phonological/Phonemic Awareness 2.6 (06-07)

Ongoing assessments in conjunction with teacher-made tests, teacher observation and analysisof assessment result in instructional goals for these areas.


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2nd GradeData Analysis Resulting in the Following Identif ied Prior ities

The 2nd Grade staff at Key Elementary School utilizes ongoing assessment procedures toimplement the following assessment tools:

• BEAR assessments

• Scott Forseman Textbook skill and vocabulary assessments• Scott Forseman Textbook Unit Tests




• Morning Work


Language Arts:• Vocabulary / 1.3

Mathematics:• Number Operations and Computation 3.1

Retired:• Geometry and Measurement / Time and Money 4.3a (06-07)

• Vocabulary / Affixes 3.3 (06-07)

• Research and Information 7.1c (06-07)


of assessment result in instructional goals for the areas of vocabulary, comprehension/criticalliteracy, number operations, and geometric relationships.


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3rd GradeData Analysis Resulting in the Following Identif ied Prior ities

The 3rd Grade staff at Key Elementary School utilizes ongoing assessment procedures toimplement the following assessment tools:

• OCCT

• BEAR Early Assessment of Reading• Target Teach Unit Assessments in Language and Mathematics

• Skill Assessments

• Story and Unit Reading Assessments with Scott Forseman Reading

• Growing with Math Assessments and Math activities


• Weekly homework to reinforces skills

• Individual and Team Activities to Assess Skills

Based upon these tools in conjunction with teacher-made tests, observations, and student

portfolios, goals for instructional emphasis are:

Reading:Comprehension/Critical Literacy / Inferences & Interpretation 4.2

Mathematics:Number Operations and Computation / Estimation 3.1

Retired:Number Operations and Computation 3.3 (06-07)Comprehension/Critical Literacy / Summary & Generalization 4.3 (06-07)Research and Information / Accessing Information 6.1c (06-07)

Comprehension/Critical Literacy / Summary & Generalization 4.3 (06-07)

Ongoing assessments in conjunction with teacher-made tests, teacher observation and analysisof assessment results in instructional goals in the areas of reference materials, summarizingand generalizing, as well as money problems in mathematics.


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4th GradeData Analysis Resulting in the Following Identif ied Prior ities

The 4th Grade staff at Key Elementary School utilizes ongoing assessment procedures toimplement the following assessment tools:

• OCCT

• Gates MacGinitie (Fall and Spring)• Target Teach Unit Assessments in Language and Mathematics


• Bi-annual spelling feature assessments

• Quarterly Independent Reading Assessments




• Board work and Math games


Reading:Summary and Generalization – Comprehension/Critical Literacy 3.3

Mathematics:Operations and Computation – Multiplication 3.1

Retired:Geometry and Measurement / Measurement 4.4b (06-07)Research and Information / Accessing Information 5.1 (06-07)

Ongoing assessments in conjunction with teacher-made tests, teacher observation and analysisof assessment result in instructional goals for the areas of accessing information, as well asmeasurement.


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5th GradeData Analysis Resulting in the Following Identif ied Prior ities

The 5th Grade staff at Key Elementary School utilizes ongoing assessment procedures toimplement the following assessment tools:

• OCCT

• Gates MacGinitie (Fall and Spring)• Target Teach Unit Assessments in Language and Mathematics

• Reading Counts


• Homework reviewed/recorded

• Growing with Math assessments

• Growing with Math Workbook – 3 to 5 days per week


Reading:Comprehension/Critical Literacy / Inferences and Interpretation 3.2

Mathematics:Number Sense / Basic Number Theory Concept 2.2

Retired:Patterns and Algebraic Reasoning / 1.1 (06-07)Comprehension/Critical Literacy / Literary Elements 4.2a (06-07)


of assessment result in instructional goals for the areas of literature and literary elements inlanguage arts and patterns and algebraic reasoning in mathematics.


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Building-Wide AttendanceData Analysis Resulting in the Following Identified Priorities

The staff at Key utilizes ongoing assessment procedures to implement the following assessment

tools.

1. Daily Attendance Reports

2. Absentee phone call

3. Quarterly report cards to document absences

Based upon these tools the goal for increased student attendance is that 95% of the students

will be present daily.

Building-Wide Climate/BehaviorData Analysis Resulting in the Following Identified Priorities

The staff at Key utilizes ongoing assessment procedures to implement the following assessment

tools.

1. Discipline Reports

2. Suspension Forms

Based upon these tools in conjunction with observations the goal for improved building wide

climate/behavior is that student discipline referrals will decrease 20% from the previous school

year, with quarterly monitoring in place.

For the 2006-2007 school year, there were 11 student referred to the office and no suspensionswere issued.


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3) BUILDING GOALS

4.1 Language Arts

Key Elementary School is committed to mastery of a language arts curriculum that serves

as the cornerstone of communication skills (thinking, speaking, listening, reading,

writing). The optimum development of communication skills will focus on mastery of:vocabulary, comprehension / critical literacy, literature and research / information which

ensure educational success for every student.

Progress Report for the 2006-07 School Year in Language Arts:

In 2007, 100% of Key third grade students showed proficiency or above on the OCCT.

In 2007, 100% of Key fourth grade students showed proficiency or above on the OCCT.

In 2007, 100% of Key fifth grade students showed proficiency or above on the OCCT.

Progress Report for the 2005-06 School Year in Language Arts:

Key Elementary School has made progress in its commitment to mastery of a language

arts curriculum. We compared the OCCT data of the 2004-2005 school year with the

data of the 2005-2006 school year. We noticed varied trends in the data—there were

increases in some standards, decreases in some standards and some of the data

remained flat. For example: In fourth grade, Standards 1.0, 3.0 and 4.0 saw increases

between the two years and Standard 5.0 remained flat. In fifth grade, Standards 1.0, 3.0

and 5.0 saw increases, while Standard 4.0 did see a decrease.


That percentage showed a slight decrease to 93% in 2006.


That percentage increased to 100% in 2006.




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3) BUILDING GOALS (continued)

4.2 Mathematics

Key Elementary School is committed to mastery of a mathematics curriculum that serves

as the foundation of abstract reasoning and problem-solving skills. The optimum

development of mathematics skills will include: patterns and algebraic reasoning, number

sense, number operations / computation, geometry and measurement, data analysis and

probability which ensures educational success for every student.

Progress Report for the 2006-07 School Year in Mathematics:




Progress Report for the 2005-06 School Year in Mathematics:Key Elementary School has made progress in its commitment to mastery of a

mathematics curriculum. We compared the OCCT data of the 2004-2005 school year

with the data of the 2005-2006 school year. We noticed varied trends in the data—there

were increases in some standards, decreases in some standards and some of the data

remained flat. For example: In fifth grade, improvement was made in Standards 2.0 and

5.0, while Standards 1.0, 3.0 and 4.0 remained level. Similarly, fourth grade saw a

variety of trends. Standards 3.0, 4.0 and 5.0 remained level, while Standard 1.0 saw a

decline. Standard 2.0, however, showed a substantial increase of 20%.








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3) BUILDING GOALS (continued)4.3 Attendance

Key Elementary School students will attend school daily with a readiness for positive

learning.

Progress Report for the 2006-07 School Year in Attendance:

The 2006-2007 school year showed an increase in attendance to 94.1%.

Progress Report for the 2005-06 School Year in Attendance:

The 2005-2006 school year showed an increase in attendance to 93.7%.

4.4 Climate

A Key Elementary School learning community based upon respect and dignity will be the

keystone that nurtures academic success. Key Elementary School students will develop

skills and behavioral abilities that assure a positive, safe and caring learning communityfor all members of the school. All is achieved by the active partnership of students,

families and staff working collaboratively together.

Progress Report for the 2006-07 School Year in Climate:

During the 2006-07 school year, eleven office referrals were issued for the year. There

were no suspensions.

Progress Report for the 2005-06 School Year in Climate:

Due to a change in administration, totals for office referrals were not available. Key staff

continues to foster and nurture a positive and caring learning community. Data collection

will resume.

Focusing on Student Sub-Group Learning Needs: Via an analysis of disaggregated

data it has become apparent that sub-group populations for some students at Key are

functioning at varying performing levels. As a result of these findings, this staff is charting

courses of action to address these instructional/learning realities with immediacy and

building-wide concerted effort. Work products to this end will be found within individual

teacher’s lesson planning.


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be utilized: written directions, "acting out" thedirections, modeling the directions, and/or use ofgraphics and pictures. "Down the chain" directionswill be used... the giving of directions to the firststudent and each subsequent student (down thechain) must repeat the directions.

Instructional Technology Integrated

Strategies

Print Awareness 1.1Teachers will use the computer and Aver Key todisplay a given story with children visually trackingas the teacher reads while using a website such aseduplace.com/kids.

Comprehension 6.1Teachers will use the computer and Aver Key todisplay a given story as the teacher reads and asksopen ended and closed questioning tactics whileutilizing a website such as starfall.com.

Professional Development

Pre-Kindergarten teachers will participate in school-wide in-service identifying student /teacherresources found at the Internet4classrooms website to enhance student awareness of printconcepts.

Pre-Kindergarten teachers will participate in in-service programs with district resource teachers,school librarian and grade level teams to identifyways to increase student awareness of thetransition of spoken language to printed word.

Pre-Kindergarten teachers will participate in school-wide in-service where they will identify ways toincorporate supplemental resources found in theScott Forseman reading program.

Parental Partic ipation

Parents will partner with staff in requiring children touse complete sentences in making their needs,facts, and questions understood.

Communication:Monthly NewsletterParticipation in semester conferencesParticipation in Monthly Lunch Bunch

Learning at Home:Weekly homework


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Focus of Improvement: Kindergarten Language Arts

School Improvement and Achievement Plan

School: Francis Scott Key Elementary School Year: 2007-2008Goal: Goal: All Kindergarten students will have acquired the ability to manipulate thealphabet letters and their sounds as determined by the Kindergarten Assessment Tool(KAT).

Achievement Object ive: All Kindergarten students will be able to demonstrateproficiency at grade level or show an improvement in the area of Reading andLiterature: Phonological/ Phonemic Awareness 2.1, 2.3 and 2.6.

Benchmark: Minimally, Kindergarten students will score at 80% or higher in the area ofLanguage & Li teracy Development on the Kindergarten Assessment Tool (KAT).

Interventions / Strategies

Phonological/Phonemic Awareness

Identify and Produce Simple Rhyming Pairs 2.1Kindergarten teachers will use pre-readingstrategies to preview and activate prior knowledge.Students will repeatedly be exposed to rhymingwords through song, finger plays, literature, andcenters.

Distinguish Onset and Rime 2.3Kindergarten teachers will use direct instruction inlarge and small flexible group settings, followingScott Forseman reading curriculum where studentswill participate in phoneme manipulation tasks.

Begin to Blend Phonemes to From a Word 2.6The Kindergarten teacher will use Elkonan boxesand bingo chips to motion word phonemes. Thechildren will push one chip into each box and thenuse all the phonemes to make the word.

Particular attention will be paid to the subgroup ofHispanic females and Hispanic Males. Multiplelearning style approaches will be utilized to tap intothe most appropriate learning modalities for thissub-group of students. Direction giving will utilize avaried, multiple approach platform so as to assurestudent understanding at the onset of instruction.Beyond verbal instruction giving, the following willbe utilized: written directions, "acting out" thedirections, modeling the directions, and/or use ofgraphics and pictures. "Down the chain" directionswill be used... the giving of directions to the firststudent and each subsequent student (down thechain) must repeat the directions.

Benchmark Assessments

Kindergarten Assessment Tool (KAT)

(Pre-Screen in August, Post-Screen in May)BEAR AssessmentDaily teacher observationsDaily class workOral/verbal participationHigher level and open ended questionsMorning group time


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Instructional Technology IntegratedStrategies

Kindergarten teachers will use the computer to givestudents practice recognizing the alphabet lettersand their sounds utilizing a website such asstarfall.com


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Focus of Improvement: First Grade Reading


School: Francis Scott Key Elementary School Year: 2007-2008 Goal: All first grade students will demonstrate proficiency in language arts and readingproficiency at grade level or above on the BEAR assessment.

Achievement Object ive: All first grade students will be able to demonstrate proficiencyat grade level or show an improvement in the area of Reading and Li terature: Phonicsand Decoding 3.1.

Benchmark: Minimally, first grade students will score at a satisfactory performance levelon the BEAR assessment.


Phonics/Decoding Standard 3Teachers will assist students in using phonics to

decode words to increase their knowledge ofsound-symbol relationships. Teachers shouldincorporate the use of Four-Block Literacy modelsand activities (e.g. Word Walls, Making Words, andWord Sorts) in their daily lessons.

The teacher will use Marzano’s strategy ofcooperative learning to enable students to decodeone-syllable CVC pattern words within a givenbook. Step 1, the teacher will choose CVC booksto use during paired reading time. Be sure tochoose a book that uses a specific word family suchas “an” or “at”. Next, the teacher will set the

purpose for the lesson by explaining to the studentsthat they will practice reading CVC pattern words.The teacher will review that CVC means consonant-vowel-consonant. Ask the students if they canremember and state the vowels. Then, ask thestudents if they remember what the consonants are.The students should be able to verbalize thatconsonants are the remaining letters that are notvowels. Step 2, the teacher will write a list of CVCwords that the students already know on the board,overhead, or chart paper to activate priorknowledge. Step 3, the teacher will model a “think-aloud”. The teacher will point to a CVC word, “ran,”and say, “I wonder what this word is? Let me count

the letters.” The teacher will point to each letter andcount to three. Next the teacher will say, “It is athree letter word. I wonder… is the middle letter avowel? I remember that the vowels are ‘a’, ‘e’, ‘i’,‘o’, ‘u’ and sometimes ‘y’. Yes, the middle letter is avowel because it is an ‘a’. Are the outside lettersconsonants? The outside letters are not vowels, sothey must be consonants. Yes, this is a CVCpattern word, so the vowel makes the short ‘a’sound /ă/. Let me sound it out. /rrrr/-/aaa/-/nnn/


Teacher observationsSkill assessments

Weekly spelling assessmentsEnd of Unit Reading AssessmentsHomework reviewTeacher made testsDaily class work


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Ran. The word is ran.” Step 4, the teacher willask the students if the list of words all have threeletters, if the middle letters are vowels, and if theoutside letters are consonants. Then, lead thestudents in predicting that the words will all haveshort vowel sounds. Afterwards, have the studentsdecode and read the list of CVC words. Step 5, theteacher will pair the students and explain that one

partner will be “the reading partner” and the otherstudent will be “the listening partner”. This meansthat while the first partner is reading, the otherpartner will read silently and listen to check foraccuracy. Then, the partners will change jobs andreread the book. Step 6, have the students lookthrough the book to identify all the CVC patternwords that they can find. The students can use theattached sheet to record the CVC pattern words.



Tech Link…Phonics/Decoding Standard 3 As a technology component of this intervention, thestudents will use the following website to read ashort vowel story. http://www.starfall.com/n/level-a/learn-to-read/load.htm?f Then, the students willuse the attached sheet to record the CVC patternwords that they read.


First grade teachers will participate in a school-widein-service identifying student/teacher resourcesfound at the Internet4classrooms website toenhance phonics skills.

First grade students will participate in in-serviceprograms with district resource teachers and gradelevel teams to identify ways to incorporatesupplemental resources found in the Scott Forman reading program


Communication:Quarterly progress reports for all studentsWeekly spelling assessmentsWeekly phonics readers sent home

Learning at Home:Weekly phonics homeworkWeekly reading homework of a minimum of 60minutes per week


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Focus of Improvement: Second Grade Reading


School: Francis Scott Key Elementary School Year: 2007-2008 Goal: All second grade students will demonstrate language arts and reading proficiencyat grade level or above on the BEAR Assessment.

Achievement Object ive: All second grade students will demonstrate language arts andreading proficiency at grade level or show an improvement in the area of Vocabulary:Words in Context 3.1.

Benchmark: Minimally, second grade students will score at 80% or higher in the area ofcomprehension on the BEAR assessment. Vocabulary – develop and expandknowledge of words and word meanings to increase vocabulary comprehension on theBEAR assessment.


Words in context – expand vocabulary inlanguage and writing by reading and listeningto a variety of texts.Second Grade teachers will provide repeatedexposure to vocabulary and sight words usingWord Walls to display high-frequency words. Theywill use graphic organizers and K-W-L charts withstudents to activate their prior knowledge andpersonal experience to identify words in context.

Teachers will use Marzano’s Cues, Questions, and Advanced Organizers Strategies to complete aVocabulary Web for selected words from a story.

Teachers will provide images representing thesesounds with the letters that produce each sound.Repeated practice with these images and letterswill give the children a mental picture to help themrecognize and use these sounds in decoding andlater in spelling.

Particular attention will be paid to the subgroup ofHispanic females and Hispanic Males. Multiplelearning style approaches will be utilized to tap intothe most appropriate learning modalities for thissub-group of students. Direction giving will utilize a

varied, multiple approach platform so as to assurestudent understanding at the onset of instruction.Beyond verbal instruction giving, the following willbe utilized: written directions, "acting out" thedirections, modeling the directions, and/or use ofgraphics and pictures. "Down the chain" directionswill be used... the giving of directions to the firststudent and each subsequent student (down thechain) must repeat the directions.


BEARTeacher observationsSkill assessmentsHomework Reading Logs


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Teacher approved reading websites includingwww.StarFall.com and www.PBSKids.org will beutilized to help students gain understanding in thearea of vocabulary.To integrate instructional technology, students will

practice vocabulary skills using the free onlineinteractive program “Zoo Crew.” The programinstructs students to read a vocabulary questionabout each group of animals, and then choosewhat they think that group is called.http://games.funschool.com/game_zoo_crew.html?g=1193&category=60&level=5


Second Grade teachers will participate in in-serviceprograms with district resource teachers, schoollibrarian and grade level teams to identify ways toincrease student achievement in comprehension

skills.


Communication:Use of PAL Packets to encourage parentparticipationDaily agendas signed by parent

Quarterly progress reports for all students

Learning at Home:Weekly reading homework of a minimum of 90minutes per weekHomework assignments to expand vocabulary


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Focus of Improvement: Third Grade Reading


School: Francis Scott Key Elementary School Year: 2007-2008 Goal: All third grade students will demonstrate language arts and reading proficiency atgrade level or above on the OCCT.

Achievement Object ive: All third grade students will be able to demonstrate proficiencyat grade level or show an improvement in the area of Reading and Literature:Comprehension/Critical Literacy 4.2.

Benchmark: Minimally, third grade students, currently at 75%, will score at or above80% in the area of Comprehension/Critical Literacy – Inferences & Interpretation 4.2on the spring 2008 OCCT.


Research and Information -- Accessing

Information 6.1Third grade teachers will facilitate a classroomdiscussion to assess prior knowledge of students’ability to research and access information. Teacherwill engage students in a hands-on activity in whichstudents will utilize a graphic organizer to locateand correctly use a variety of research resources(i.e. atlas, glossary, encyclopedia, etc.)

Comprehension & Critical Literacy – Summary& Generalization 4.3Third grade teachers will model summarization bywriting a newspaper article for Key Kids about a

recent classroom / school-wide event. Students willthen work in pairs to demonstrate mastery of the 5Ws of newspaper reporting. Articles will becompiled to a class newspaper.

Teachers will model several examples of inaccurategeneralizations and facilitate a discussion as to whythey are inaccurate. Students then make ageneralization with the class determining theaccuracy of the statement.

Particular attention will be paid to the subgroup ofHispanic females and Hispanic Males. Multiple

learning style approaches will be utilized to tap intothe most appropriate learning modalities for thissub-group of students. Direction giving will utilize avaried, multiple approach platform so as to assurestudent understanding at the onset of instruction.Beyond verbal instruction giving, the following willbe utilized: written directions, "acting out" thedirections, modeling the directions, and/or use ofgraphics and pictures. "Down the chain" directionswill be used... the giving of directions to the first

Assessments

OCCT

Target Teach AssessmentWeekly Selection TestTeacher created assessmentsPerformance assessmentsLiteracy AssessmentTeacher observation


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student and each subsequent student (down thechain) must repeat the directions.


Comprehension & Critical Literacy – Summary& Generalization 4.3

The teacher will access nibbleuniversity.com anduse the Aver Key to display the story “Big Cats”.The teacher will model and verbalize goodcomprehension skills as she reads the story “BigCats”. Upon conclusion of the story, the teacherwill facilitate a class discussion of the story withstudents stating how the modeled skills canimprove their comprehension in all subjects.


Third Grade teachers will participate in grade levelin-service where they will view and discuss theDiscovery School video Beginning Research to

improve student research skills.

Third Grade teachers will participate in a gradelevel book study using Painless Research Projects to develop strategies for increasing studentachievement in research.

Third Grade teachers will participate in school-widein-service identifying student /teacher resourcesfound at the Internet4classrooms web site toenhance student reading skills.

Third Grade teachers will participate in in-service

programs with district resource teachers, schoollibrarian and grade level teams to identify ways toincrease student achievement in research andcomprehension skills.

Third Grade teachers will participate in school-widein-service where they will identify ways toincorporate supplemental resources found in theScott Forseman reading program.


Communication:Communicators signed by parentsClassroom Newsletter

Sharing ideas at conferencesReading Incentive ProgramQuarterly progress reports for all studentsWork signed by parents as neededParent phone conferences when neededUse of PAL packets to encourage parentparticipation

Learning at Home:Daily homeworkRequired at-home reading with a minimum of 60minutes per week


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student and each subsequent student (down thechain) must repeat the directions.

Additionally, Ruby Payne's emphasis on the "howand why" of instruction, beyond the content, will bethe focus of teaching for this subgroup of students.


Strategies

Summary and Generalization –Comprehension/Critical Literacy 3.3Students will use Microsoft Word to write aparagraph summary about a story or article thatthey have recently read.


Fourth Grade teachers will participate in school-wide in-service identifying student /teacherresources found at the Internet4classrooms website to enhance student research skills.

Fourth Grade teachers will participate in school-wide in-service where they will identify ways toincorporate supplemental resources found in theScott Forseman reading program.


Communication: Skills calendars Use of PAL Packets to encourage parentparticipation

Daily agendas signed by parentsClassroom newslettersQuarterly progress reports for all students

Learning at Home:Weekly language arts homeworkWeekly reading homework of a minimum of 90minutes per week


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Focus of Improvement: Fifth Grade Reading


School: Francis Scott Key Elementary School Year: 2007-2008 Goal: All fifth grade students will demonstrate language arts and reading proficiency atgrade level or above on the OCCT.

Achievement Object ive: All fifth grade students will be able to demonstrate proficiencyat grade level or show an improvement in the area of Comprehension/CriticalLiteracy: Inferences and Interpretation 3.2.

Benchmark: Minimally, fifth grade students, currently at 75%, will score at 80% orhigher on the OCCT in the area of Reading and Literature – Inferences andInterpretation: Interact with the words and the concepts in the text to construct anappropriate meaning. Draw inferences and conclusions about text and support them withtextual evidence and prior knowledge 3.2 on the spring 2008 OCCT.


Comprehension/Critical Literacy – Inferencesand Interpretation 3.2Fifth grade teachers will utilize QAR (Question

Answer Relationship) comprehension strategywhen teaching reading to help students apply priorknowledge and experiences to make inferencesand respond to new information presented invarious texts. Teachers will use “Where Am I in thePuzzle” to make connections to events, characters,settings, and plots from texts.

Fifth grade teachers will use the QAR strategy

through direct instruction and flexible groupinstruction to teach inferences and interpretation.

Special education teachers will utilize the SRAdirect instruction approach.

Teachers will use KWL chart to activate priorknowledge to retell or synthesize what the studentwill read. Students will participate in oral classreading of fiction & non fiction literature andrespond to comprehension questions of newinformation presented in the text.

The subgroup of fifth grade Hispanic males did notscore in the satisfactory range on the OCCT.Consequently, particular attention will be paid tothis subgroup. Multiple learning style approacheswill be utilized to tap into the most appropriatelearning modalities for this sub-group of students.Direction giving will utilize a varied, multipleapproach platform so as to assure studentunderstanding at the onset of instruction. Beyondverbal instruction giving, the following will be

Assessments

OCCTTarget Teach Curriculum AssessmentsGates MacGinitie (Fall and Spring)Skill assessmentsReading CountsHomework reviewed/recordedStudent portfoliosTeacher observations


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utilized: written directions, "acting out" thedirections, modeling the directions, and/or use ofgraphics and pictures. "Down the chain" directionswill be used... the giving of directions to the firststudent and each subsequent student (down thechain) must repeat the directions.

Additionally, Ruby Payne's emphasis on the "how

and why" of instruction, beyond the content, will bethe focus of teaching for this subgroup of students


Comprehension/Critical Literacy – Inferencesand Interpretation 3.2To integrate instructional technology, fifth gradestudents will use the interactive Read, Write, andThink site to complete a graphic. After opening thesite, the students will follow the prompts andcomplete the graphic.

http://www.readwritethink.org/materials/lit-elements/index.html


Teachers will participate in school-wide in-serviceprograms learning how to utilize the Question

Answer Relationship Strategy (QAR) and Bloom’sTaxonomy questioning strategies to enhancecomprehension relating to inferences andinterpretation.


Communication:Daily agendas signed by parentsWeekly grades in plannerQuarterly progress reportsBi-annual Parent/Teacher ConferencesMonthly newslettersReading Incentive ProgramsUse of PAL Packets to encourage parentalparticipation

Learning at Home:Homework packet once a weekRead 30 minutes per day


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4. ACTION PLANS BY INDIVIDUAL GRADE LEVEL4.2 Mathematics

Focus of Improvement: Early Childhood Mathematics


School: Francis Scott Key Elementary School Year: 2007-2008

Goal: All early childhood students will acquire the basic mathematical skills necessary tobe successful in kindergarten as determined by district-wide assessments.

Achievement Object ive: All early childhood students will be able to demonstrateproficiency at grade level or show an improvement within the areas of Measurement:Measurement 4.1.

Benchmark: Minimally, early childhood students will demonstrate mastery ofMathematics: Measurement – Measures objects using nonstandard units ofmeasurement 4.1 by scoring 80% or better on the Growing with Mathematics Comprehensive Assessment Interview.


Measurement 4.1Teaches will guide students though the followingactivities:

Measure shoes, height, length of table, etc. withyarn or hands, sizes of containers, blocks to buildtowers with length or height equal to other objects,number of steps it takes to get somewhere andmeasure ingredients for cooking.



Tulsa Public Schools’ Early Childhood GrowthInventory (Pre-screening in August/Post-screening in

April)Growing with Mathematics assessmentsTeacher observation


Pre-Kindergarten teachers will participate inschool-wide in-service identifying student /teacherresources found at the Internet4classrooms website to enhance student mathematics skills in usingnonstandard units of measurement.

Pre-Kindergarten teachers will participate in in-


Communication: Monthly newslettersParent/Teacher conferencesLunch Bunch activities

Learning at Home:Occasional appropriate homework


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service programs with district resource teachers,school librarian and grade level teams to identifyways to increase student awareness ofmeasurement using nonstandard units ofmeasurement.

Pre-Kindergarten teachers will participate inschool-wide in-service where they will identify

ways to incorporate supplemental resources foundin the Growing with Mathematics math program.


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Focus of Improvement: Kindergarten Mathematics


School: Francis Scott Key Elementary School Year: 2007-2008 Goal: All Kindergarten students will acquire the basic mathematical skills necessary tobe successful in first grade as determined by the Kindergarten Assessment Tool (KAT).

Achievement Object ive: All Kindergarten students will be able to demonstrateproficiency at grade level or show an improvement in the area of Number Sense:Number Sense 2.8.

Benchmark: Minimally, Kindergarten students will score at 80% or higher in the area ofCognitive/Mathematical Knowledge on the Kindergarten Assessment Tool (KAT).


Number Sense 2.8Kindergarten teachers will model how to make sets

larger or smaller (adding/subtracting) using theoverhead projector and using Marzano’s strategy ofCooperative Learning suing a large hoola hoop toadd children into the “set” or subtract the childrenfrom the set. Students will do the same using a matand bear counters and oat cereal on a foldednapkin to take away from one side of the napkin theamount of the cereal pieces called by the teacherduring the large group.

Particular attention will be paid to the subgroup ofHispanic females and Hispanic Males. Multiplelearning style approaches will be utilized to tap into

the most appropriate learning modalities for thissub-group of students. Direction giving will utilize avaried, multiple approach platform so as to assurestudent understanding at the onset of instruction.Beyond verbal instruction giving, the following willbe utilized: written directions, "acting out" thedirections, modeling the directions, and/or use ofgraphics and pictures. "Down the chain" directionswill be used... the giving of directions to the firststudent and each subsequent student (down thechain) must repeat the directions.


Strategies

Kindergarten teachers will use the computer toallow students to tour sesameworkshop.org/sesamestreet for number practice.

Assessments

Tulsa Public Schools Kindergarten Assessment Tool(KAT)

Open-ended and higher level questions.Daily class workDaily teacher observationOral/verbal participation in classMorning group timeInteraction and discussion during centers


Kindergarten teachers will participate in in-serviceprograms with district resource teachers, and gradelevel teams to identify ways to increase students’


Communication:Monthly newsletters Parent/Teacher Conferences


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ability to identify and use numbers.

Learning at Home:Weekly homeworkHelp at home using suggestions given atParent/Teacher Conferences


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Focus of Improvement: First Grade Mathematics


School: Francis Scott Key Elementary School Year: 2007-2008 Goal: All first grade students will demonstrate mathematics proficiency at grade level orabove on end of unit Growing with Mathematics assessments.

Achievement Object ive: All first grade students will be able to demonstrate proficiencyat grade level or show an improvement within the area of Number Operations andComputation: Develop and Apply Concepts of Addition and Subtraction 3.1.

Benchmark: Minimally, first grade students will demonstrate mastery of NumberOperations and Computation to solve application problems to 10 on end of unit Growingwith Mathematics assessments.


Number Operations and Computation 3.1

Teachers will use hands-on manipulative tosupplement their direct instruction with students.Teachers will utilize math centers and exploratorymath to reinforce concepts being taught. Teacherswill also use peer partners and cooperative learninggroups. Teachers will provide students withLogical/Mathematical Daily Activities to challengestudents to use higher level thinking and problemsolving skills. Peer demonstration will be used toallow student to express and explain their steps andsequence of their thought process.

First Grade Teachers will provide an early

introduction of basic addition and subtraction skills,with ongoing practice and the concrete use ofobjects. (Kinesthetic) A weekly assessment, (ex.FACTS MASTERS) will be given to monitorstudents’ progress.

First grade teachers will use Marzano’s fivestrategies for non-linguistic representation todemonstrate understanding of computation of factsinvolving subtraction from the number 10 or less.First grade teachers will also use Marzano’sstrategies of cooperative learning to teachsubtraction.

Particular attention will be paid to the subgroup ofHispanic females and Hispanic Males. Multiplelearning style approaches will be utilized to tap intothe most appropriate learning modalities for this sub-group of students. Direction giving will utilize avaried, multiple approach platform so as to assurestudent understanding at the onset of instruction.Beyond verbal instruction giving, the following will beutilized: written directions, "acting out" the directions,modeling the directions, and/or use of graphics and

Assessments

Teacher observation

Growing with Mathematics assessmentsGrowing with Mathematics activitiesGrowing with Mathematics Maintaining Conceptsand SkillsWeekly homework to reinforce skillsLearning centersMath gamesMad Minute Fact Tests


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pictures. "Down the chain" directions will be used...the giving of directions to the first student and eachsubsequent student (down the chain) must repeatthe directions.


Number Operations and Computation 3.1aInstructional technology interventions include theuse of an overhead projector for the whole classinstruction to demonstrate the concept of part + part= the total addition concepts. Interactiveinstructional technology websites to reinforce firstgrade addition concepts are:http://www.dositey.com/addsubaddex1.htm andhttp://www.oswego.org/staff/cchamber/techno/graphictest.html.

Number Operations and Computation 3.1c As a technology component of these interventions,

students can use the following link to practice theiraddition and subtraction skills while using a numberline http://www.funbrain.com/linejump/index.html.They may practice at the level of difficulty used inthe classroom.


First Grade teachers will participate in school-widein-service identifying student /teacher resourcesfound at the Internet4classrooms web site toenhance student mathematics skills.

First Grade teachers will participate in in-service

programs with district resource teachers, schoollibrarian and grade level teams to identify ways toincrease student achievement in measurementskills.

First Grade teachers will participate in school-widein-service where they will identify ways toincorporate supplemental resources found in theGrowing with Mathematics math program.

Parental Participation

Communication:Quarterly progress reports for all studentsParent newsletters

Learning at Home:Weekly math homework

Flash cards provided to each child for practice athome


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chain) must repeat the directions.


Number Operations and 3.1a For technology integration, students can visit:http://www.playkidsgames.com/games/shuttleLaunc

h/default.htm#, an interactive addition game calledSpace Shuttle Launch. This game enables studentsto practice and learn addition facts while alsolearning a bit about the Earth and planets.Students will click “Space Shuttle Launch”, clickonce more on the white arrow, and then click on“Addition” to play the game

Students watch a movie about solving problemswith addition and subtraction onhttp://www.brainpopjr.com. Then, the students willuse Compass Learning software to increase theirproficiency at addition properties.

The students will be able to practice the skill onappropriate websites: www.mathkids.com;www.coolmath.com ; www.superkids.com.


Second Grade teachers will participate in in-serviceprograms with district resource teachers, schoollibrarian and grade level teams to identify ways toincrease student achievement in measurementskills.

Second Grade teachers will participate in school-

wide in-service where they will identify ways toincorporate supplemental resources found in theGrowing with Mathematics math program.


Communication:Use of PAL Packets to encourage parentparticipationWeekly Assignment CalendarQuarterly progress reports for all students

Learning at Home:

Weekly math homework


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Focus of Improvement: Third Grade Math


School: Francis Scott Key Elementary School Year: 2007-2008 Goal: All third grade students will demonstrate mathematics proficiency at grade level orabove grade level on the Oklahoma Core Curriculum Test.

Achievement Object ive: All third grade students will be able to demonstrate proficiencyat grade level or show an improvement in the area of Number Operations/Computation: Estimate and Compute with Whole Numbers 3.1.

Benchmark: Minimally, third grade students, currently at 75%, will score at or above80% in Operations/Computation/Estimation 3.1, as documented on teacher-madeassessments, District-provided unit tests and spring 2008 OCCT.

Interventions/Strategies

Number Operations/Computation/Estimation

3.1.

Third grade teachers will use Marzano Strategies toprovide classroom practice by incorporatingcooperative learning to develop an understanding ofestimation. Students will take turns bringing insmall objects to fill containers. After a container isfilled with small objects, teams will estimate thenumber of items in each jar. Repeat daily for oneweek using different small objects and allowingteams to estimate the number of small items. Thiswill provide a visual means of understandingestimation.

Third grade teachers will teach 3 and 4 digitaddition and subtraction with and withoutregrouping using various strategies, including drill,base ten blocks, Cuisenaire rods to increaseunderstanding for different learning styles.


Assessments

OCCT

Standard District Curriculum AssessmentsTeacher observationsSkill assessmentsTarget Teach Unit Assessments.Growing with Math assessmentsGrowing with Math activitiesGrowing with math Maintaining Concepts and SkillsWeekly homework to reinforce skills


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Focus of Improvement: Fourth Grade Mathematics


School: Francis Scott Key Elementary School Year: 2007-2008 Goal: All fourth grade students will demonstrate mathematics proficiency at grade levelor above on the OCCT.

Achievement Object ive: All fourth grade students will be able to demonstrateproficiency at grade level or show an improvement within the area of Number Operations and Computation: Compute with Whole Numbers 3.1.

Benchmark: Minimally, fourth grade students, currently at 75%, will score at 80% orhigher in the area of Operations and Computation – Multiplication: Estimate and findthe product of 2- and 3-digit numbers to solve application problems 3.1 on the spring2998 OCCT.


Operations and Computations - Multiplication3.1Fourth grade teachers will utilize Marzano’sCooperative Learning to develop an understandingof arrays. Students will be arranged in groups of 3-4 to play “Mix-and-Match Arrays.” Students willdraw arrays on cards and incomplete multiplicationfacts on another set of cards. Students play bymixing the cards and taking turns matching an arraywith its multiplication fact.

Fourth grade teachers will teach multiplication usingvarious strategies, including multiplication arrays,

lattice multiplication, and partial product algorithm.Base ten blocks, Unifix cubes, and Cuisenaire Rodswill be used to provide a concrete visual means ofunderstanding multiplication

The subgroup of fourth grade Hispanic females didnot score in the satisfactory range on the OCCT.Consequently, particular attention will be paid tothis subgroup. Multiple learning style approacheswill be utilized to tap into the most appropriatelearning modalities for this sub-group of students.Direction giving will utilize a varied, multipleapproach platform so as to assure student

understanding at the onset of instruction. Beyondverbal instruction giving, the following will beutilized: written directions, "acting out" thedirections, modeling the directions, and/or use ofgraphics and pictures. "Down the chain" directionswill be used... the giving of directions to the firststudent and each subsequent student (down thechain) must repeat the directions.

Additionally, Ruby Payne's emphasis on the "how

Assessments

Student portfoliosTeac

A 3-Year Continuous School Improvement n Achievement Plan

Documents

Transcript of A 3-Year Continuous School Improvement n Achievement Plan