|
Goal
|
Strategy/Action
|
Personnel Responsible
|
Measurement
|
Resources
Needed
|
Due Date
|
|
2.A
|
To use the information from multiple assessments including the MAP i
(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
|
|
2.B
|
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
|
|
2.C
|
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
|
|
2.D
|
Use of Educator’s Handbook ii 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
|
|
2.E
|
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
|
|
2.F
|
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
|