Goal 2: To use data to inform our instruction and interventions

Personnel Responsible
Due Date
To use the information from multiple assessments including the MAPi (and MAP for Primary Grades) screenings in the fall, winter, and spring to inform our instruction and interventions in reading and math
Administration, all staff
-Use of multiple assessments in planning instruction
-Developing a process to use MAP scores to plan specific interventions for students who are not yet achieving at grade level
-Developing a process to use MAP scores to inform students ready for extensions in the curriculum
-Communication of MAP scores to families and students
-Track progress via the MAP assessments to evaluate success of interventions
-Training for all staff on MAP and MAP for Primary Grades
-MAP software
-Support with proctoring
Begin in Fall ‘11
To analyze MCAS data to identify areas of curricular strength and weakness to make adjustments (especially as we transition to the Core Curriculum)
Administration, staff
-Formal documents produced identifying strands that are strong and weak as compared to state and district averages in grades 3-6 in ELA and math
-Document adjustments made based on those findings
-Grade level meetings held in the fall to share analysis and in the winter to review data and document adjustments
-Information Systems technical support
Fall ‘11
Implement thirty minute, daily enhancement block in each grade level using data from assessments to provide formal interventions
Administration, curriculum leaders, staff
-The quantity of students who receive academic interventions in math and literacy
-Documentation of the additional challenges and enrichment opportunities offered to students who are above grade level
-Differentiated intervention programs and models to match needs of learners
-Ongoing assessments/screenings of independent and automatic use of repertoire of strategies in literacy and math as indicators of efficacy of intervention
Curriculum leaders, training on specific intervention programs, PD on models for math interventions
Start in fall ‘11
Use of Educator’s Handbookii to document behavioral challenges
Administration, mental health team, staff
-Consistent use of Educator’s Handbook to track challenging behaviors by type, date, time of day, etc.
-Use of the data in this program to plan interventions, both in the classroom and with additional staff if necessary
-Use data to track effectiveness of interventions provided
Educator’s Handbook program, Information Systems support
Start in Fall ‘11
Use of norm-referenced screening tools (SSBD)iii to identify students for interventions for both externalizing and internalizing behaviors
Administration, mental health team, staff
-Specificity of information found and utilized to plan interventions
-Specific pro-active intervention programs implemented for both internalizing and externalizing behaviors
-Evaluate progress as students are re-screened annually
SSBD program
Full implementation by Fall ‘12
Review and evaluate our process in documenting concerns about students to ensure that data informs Child Study Team (CST)iv meetings
Administration, guidance counselor, literacy and math curriculum leaders, all staff
-Change the CST documentation form to include our data sources
-Ensure that the facilitator of the meeting has the training to make recommendations in the areas being studied
-Increase the specificity and use of data in defining the goal areas that would indicate success of interventions
Screening/data instruments, consultation from UMass partners
Full planning completed by Spring ’12, implemented in Fall ‘12
i MAP assessments are norm-referenced tools that give us a tremendous amount of information on student knowledge and skills. The computer-adaptive tool will be given three times a year (fall, winter, spring) in math and reading so we are accurately determining growth, skill level, and the need for intervention or enrichment. The MAP for Primary Grades is a similar assessment for students in grades K-2.
ii Educator’s Handbook is a computer-based tool to accurately keep disciplinary data on students for both ODR’s as well as other situations. We will use this data to plan our interventions and assess whether the interventions have been successful and/or whether interventions are necessary.
iii The SSBD (Systematic Screening for Behavioral Disorders) is a screening tool that is used to identify students for social/emotional interventions and support by looking at both internalizing and externalizing behaviors.
iv Child Study Team meetings are focused on planning interventions and supports for students who are not being successful in academic and/or behavioral areas.
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