Brookview Elementary School - School Based Plan 2022-2023
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Brookview Elementary School
School Based Plan
2022-2023Grade K AimsWeb Reading: Letter Name and Letter Sound
% of Avg. Avg.
Total Total LNF Int. Stra. At/Abv. Exc. % Prof. LSF Int. Stra. At/Abv. Exc. % Prof.
%
Total 37 100% 54.9 1 5 27 4 84% 43.4 1 2 31 Exceeding Proficient
F 20 54% 53.8 1 2 15 2 85% 42.8 1 1 17 3 92%
Gender
M 17 46% 56.3 0 3 12 2 82% 44.1 0 1 14 1 90%
A 0 0% 0 0 0 0 0 0 0 2 94%
B 4 11% 43.8 0 3 1 0 25% 37.0 0 1 3 0
Race H 4 11% 58.8 0 0 3 1 100% 48.3 0 0 3 0 75%
M 4 11% 61.3 0 1 2 1 75% 43.5 0 1 3 1 100%
W 25 68% 55.1 1 1 21 2 92% 43.6 1 0 22 0 75%
ELL 0 0% 0 0 0 0 0 0 0 2 96%
SpEd 5 14% 53.2 0 1 3 1 80% 42.0 0 0 5 0
EcoDis 10 27% 59.3 0 2 6 2 80% 45.5 0 0 8 0 100%
Grade K AimsWeb Reading: Phoneme Segmentation and Nonsense Word
% of Avg.
Total Total Avg. PSF Int. Stra. At/Abv. Exc. % Prof. NWF Int. Stra. At/Abv. Exc. % Prof.
Total 37 100% 52.8 0 4 30 3 89% 45.3 2 9 24 2 70%
F 20 54% 52.2 0 3 16 1 85% 42.5 2 5 13 0 65%
Gender
M 17 46% 53.5 0 1 14 2 94% 48.6 0 4 11 2 76%
A 0 0% 0 0 0 0 0 0 0 0
B 4 11% 55.3 0 0 3 1 100% 42.0 0 2 2 0 50%
Race H 4 11% 49.5 0 0 4 0 100% 42.0 0 2 2 0 50%
M 4 11% 53.3 0 1 3 0 75% 44.8 1 0 3 0 75%
W 25 68% 52.8 0 3 20 2 88% 46.5 1 5 17 2 76%
ELL 0 0% 0 0 0 0 0 0 0 0
SpEd 5 14% 44.0 0 1 4 0 80% 51.8 0 2 2 1 60%
EcoDis 10 27% 51.1 0 1 9 0 90% 44.2 0 3 7 0 70%Grade 1 AimsWeb Reading: Letter Name and Letter Sound
Total % of Total Avg. LNF Int. Stra. At/Abv. Exc. % Prof. Avg. LSF Int. Stra. At/Abv. Exc. % Prof.
Total 53.3 0 1 6 1 88%
36 100% 61.2 0 3 8 0 73%
Gender F 61.0 0 1 1 1 67%
21 58% 64.5 0 1 5 0 83%
M 48.6 0 0 5 0 100%
15 42% 57.2 0 2 3 0 60%
Race A 0 0 0 0
0 0% 0 0 0 0
B 0 0 0 0
5 14% 67.0 0 0 1 0 100%
H 62.0 0 1 0 1 50%
4 11% 67.7 0 0 3 0 100%
M 0 0 0 0
0 0% 0 0 0 0
W 50.3 0 0 6 0 100%
26 72% 59.5 0 2 4 0 67%
ELL 0 0 0 0
0 0% 0 0 0 0
SpEd 48.5 0 0 2 0 100%
2 6% 53.5 0 1 1 0 50%
EcoDis 65.0 0 0 1 1 100%
11 31% 53.7 0 2 1 0 33%
Grade 1 AimsWeb Reading: Phoneme Segmentation and Nonsense Word
Total % of Total Avg. PSF Int. Stra. At/Abv. Exc. % Prof. Avg. NWF Int. Stra. At/ Abv. Exc. % Prof.
Total 86.4 1 4 27 3
36 100% 61.7 0 0 34 1 100%
Gender F 84.1 1 2 17 1
21 58% 63.5 0 0 19 1 100%
M 89.9 0 2 10 2
15 42% 59.5 0 0 15 0 100%
Race A 0 0 0 0
0 0% 0 0 0 0
B 104.2 0 1 2 2
5 14% 66.0 0 0 5 0 100%
H 75.8 1 0 3 0
4 11% 56.8 0 0 4 0 100%
M 0 0 0 0
0 0% 0 0 0 0
W 85.0 0 3 21 1
26 72% 62.2 0 0 24 1 100%
ELL 0 0 0 0
0 0% 0 0 0 0
SpEd 20.5 1 1 0 0
2 6% 62.0 0 0 2 0 100%
EcoDis 70.6 2 2 6 1
11 31% 62.7 0 0 10 0 100%Grade 1, 2 & 3: AimsWeb Reading: Fluency
Percent of Average
Total Intensive Strategic At or Above Exceeding % Proficient
Total Fluency
Total 73.2 5 9 18 4 61%
36 100%
F 74.5 3 4 12 2 67%
21 58%
Gender
M 71.3 2 5 6 2 53%
15 42%
A 0 0 0 0
0 0%
Grade 1
B 93.8 0 0 4 1 100%
5 14%
Race H 48.3 2 1 1 0 25%
4 11%
M 0 0 0 0
0 0%
W 74.5 3 7 13 3 62%
26 72%
ELL 0 0 0 0
0 0%
SpEd 20.5 1 1 0 0 0%
2 6%
EcoDis 70.6 2 2 6 1 64%
11 31%
122.5 2 5 23 9 82%
Total 39 100%
125.8 2 2 9 7 80%
F 20 51%
Gender
119.0 0 3 14 2 84%
M 19 49%
0 0 0 0
A 0 0%
Grade 2
107.8 0 1 3 0 75%
B 4 10%
Race 100.3 1 2 2 1 50%
H 6 15%
120.0 0 0 3 1 100%
M 4 10%
130.6 1 2 15 7 88%
W 25 64%
0 0 0 0
ELL 0 0%
127.8 0 1 8 4 92%
SpEd 13 33%
127.8 0 1 8 4 92%
SpEd 13 33%125.7 6 11 22 6 62%
Total 45 100%
140.6 1 5 10 5 71%
F 21 47%
Gender
112.6 5 6 12 1 54%
M 24 53%
0 0 0 0
A 0 0%
Grade 3
89.1 3 2 2 0 29%
B 7 16%
Race 141.0 0 0 5 0 100%
H 5 11%
134.5 0 0 2 0 100%
M 2 4%
130.9 3 9 13 6 61%
W 31 69%
0 0 0 0
ELL 0 0%
104.7 3 3 6 0 50%
SpEd 12 27%
110.5 4 2 8 1 60%
EcoDis 15 33%Grade K: AimsWeb Math
% of Avg. %T Avg. % Avg. Avg.
Total Total OC T3 T2 T1 1 NI T3 T2 T1 Tier 1 QD T3 T2 T1 MN T3 T2 Ti1 % Tier 1
Total 37 100% 78.6 4 4 29 78% 52.9 3 6 28 76% 27.1 1 2 34 17.1 1 6 30 81%
F 20 54% 79.7 1 3 16 80% 53.5 2 0 18 90% 27.1 1 0 19 16.8 1 4 15 75%
Gender
M 17 46% 77.3 3 1 13 76% 52.2 1 6 10 59% 27.2 0 2 15 17.6 0 2 15 88%
A 0 0% 0 0 0 0 0 0 0 0 0 0 0 0
B 4 11% 80.5 1 0 3 75% 49.8 1 1 2 50% 27.5 0 0 4 18.5 0 1 3 75%
Race H 4 11% 86.5 0 0 4 100% 56.0 0 0 4 100% 28.0 0 0 4 19.5 0 0 4 100%
M 4 11% 74.3 1 0 3 75% 45.5 1 1 2 50% 23.3 1 0 3 16.3 1 0 3 75%
W 25 68% 77.7 2 4 19 76% 54.1 1 4 20 80% 27.5 0 2 23 16.7 0 5 20 80%
ELL 0 0% 0 0 0 0 0 0 0 0 0 0 0 0
SpEd 5 14% 69.8 1 0 4 80% 51.6 0 2 3 60% 25.6 0 2 3 18.0 0 0 5 100%
EcoDis 10 27% 85.7 0 1 9 90% 55.7 0 0 0 28.0 0 0 10 19.7 0 1 9 90%
Grade 1: iReady Math
Total Percent Average 2 or More 2 or More 1 Level 1 Level On Above On or 20-21 EOY On
of Total Score Levels Below Levels Below % Below Below % Level Level Above or Above Level
Level % %
Total 37 100% 406 0 0% 16 43% 21 0 57% 74%
F 22 59% 406 0 0% 10 45% 12 0 55% 81%
Gender
M 15 41% 407 0 0% 6 40% 9 0 60% 65%
A 0 0% 0 0 0 0
B 5 14% 404 0 0% 3 60% 2 0 40% 50%
Race H 4 11% 391 0 0% 4 100% 0 0 0% 57%
M 0 0% 0 0 0 0 75%
W 27 73% 409 0 0% 9 33% 18 0 67% 80%
ELL 0 0% 0 0 0 0
SpEd 2 5% 383 0 0% 2 100% 0 0 0%
EcoDis 12 32% 402 0 0% 6 50% 6 0 50% 83%Grade 2: iReady Math
Total % of Average 2 or More 2 or More 1 Level 1 Level On Above On/Above 20-21 EOY
Total Score Levels Below Levels Below Below Below % Level Level Level % On/Above Level
Total 39 100% 427 2 5% 16 41% 21 0 54% 43%
F 20 51% 428 1 5% 9 45% 10 0 50% 48%
Gender
M 19 49% 426 1 5% 7 37% 11 0 58% 38%
A 0 0% 0 0 0 0
B 4 10% 411 0 0% 4 100% 0 0 0% 33%
Race H 6 15% 410 1 17% 3 50% 2 0 33% 20%
M 4 10% 426 0 0% 2 50% 2 0 50% 50%
W 25 64% 434 1 4% 7 28% 17 0 68% 49%
ELL 0 0% 0 0 0 0
SpEd 0 0% 0 0 0 0 8%
EcoDis 13 33% 422 0 0% 9 69% 4 0 31% 21%
Grade 3: iReady Math
Total Percent Average 2 or More 2 or More 1 Level 1 Level On Above On or 20-21 EOY On
of Total Score Levels Below Levels Below % Below Below % Level Level Above or Above
Level % Level %
Total 46 100% 440 6 13% 23 50% 16 1 37% 42%
F 21 46% 440 3 14% 10 48% 8 0 38% 44%
Gender
M 25 54% 440 3 12% 13 52% 8 1 36% 40%
A 0 0% 0 0 0 0 100%
B 7 15% 426 2 29% 4 57% 1 0 14% 14%
Race H 5 11% 442 0 0% 3 60% 2 0 40% 33%
M 2 4% 451 0 0% 1 50% 1 0 50% 33%
W 32 70% 442 4 13% 15 47% 12 1 41% 53%
ELL 0 0% 0 0 0 0
SpEd 13 28% 427 2 15% 9 69% 1 1 15%
EcoDis 16 35% 425 2 13% 12 75% 2 0 13% 43%Reading Intervention
Brookview
Fall/Winter for Kinder Spring
% of % of Change in %
Total students in Total students in of students
Students Tier 1 Tier 2 Tier 3 Tier 1 Students Tier 1 Tier 2 Tier 3 Tier 1 in Tier 1
Kindergarten 35 29 3 3 82.86% 37 34 1 2 91.89% 9.03%
1st grade 36 29 5 2 80.56% 36 26 8 2 72.22% -8.33%
2nd grade 37 22 9 6 59.46% 39 34 5 0 87.18% 27.72%
3rd grade 45 24 12 9 53.33% 45 27 11 7 60.00% 6.67%
Math Intervention
Brookview
Fall/Winter for Kinder Spring
% of % of Change in %
Total students in Total students in of students
Students Tier 1 Tier 2 Tier 3 Tier 1 Students Tier 1 Tier 2 Tier 3 Tier 1 in Tier 1
Kindergarten 35 29 2 4 82.86% 37 35 1 1 94.59% 11.74%
1st grade 36 33 3 0 91.67% 36 34 2 0 94.44% 2.78%
2nd grade 37 34 1 2 91.89% 39 35 3 1 89.74% -2.15%
3rd grade 45 37 3 5 82.22% 45 35 4 6 77.78% -4.44%Building Based Goals
Focus Area: Instruction & Curriculum (School Based Planning Teams – Grade Level/Department Meetings - Supervision)
Goal(s): Kindergarten – Literacy
Kindergarten students will be able to identify all 26 uppercase and lowercase letters by the end of the school year
Kindergarten students will be able to identify characters and setting within a story.
Kindergarten students will be able to fluently decode CVC words.
Action Plan Plan to Assess Mid-Year Goal & Progress End of the Year Goal &
Include targeted instructional practice to examine (Who/When) (Short Term) Progress
(Problem of Practice- include instructional implications) How will it be Who is (Long Term)
monitored? responsible?
▪ Focus on school readiness skills to better implement Letter Name/Sound Classroom Teacher Goal: Goal:
instruction effectively. Inventory Students will be able to identify
▪ Integration of early school readiness skill with a letter a day. Interventionist 26 letter names and sounds with
▪ Multi-sensory play-based experiences to letters and letter CKLA 50% accuracy.
sounds. Intervention TA
Students will be able to orally
▪ Utilize RTI teacher/TOSA/TA/KinderTA to collaboratively plan
intervention instruction. Kindergarten TA blend 2-3 sounds with teacher
support.
▪ Utilize LN and LS inventories to target instruction.
Updated Progress: Updated Progress:
▪ Utilize Heggerty instruction and assessments to drive
instruction.
▪ Use small groups to target specific LN and LS
▪ Create an updated assessment(s) to formally assess
blending/decoding (ex: QPS list #3)
▪ Consistency in assessment administration/scoring
▪ Implementation of CKLA phonics program
▪ Utilize Data Wise protocol to analyze data and plan for next
steps.Focus Area: Instruction & Curriculum (School Based Planning Teams – Grade Level/Department Meetings - Supervision)
Goal(s): Kindergarten – Mathematics
Kindergarten students will be able to identify and represent (ex: 1:1 correspondence) numbers 0-20 by the end of the school year.
Action Plan Plan to Assess Mid-Year Goal & Progress End of the Year Goal &
Include targeted instructional practice to examine (Who/When) (Short Term) Progress
(Problem of Practice- include instructional implications) How will it be Who is (Long Term)
monitored? responsible?
▪ Focus on number identification 0-5. Once mastered, Teacher created Classroom teacher Goal: Goal:
introduce numbers 6-10 with five groups probes and
• Solidifying numbers 0-10 through representation and assessments Interventionist Students will be able to identify
1:1 correspondence and represent numbers 0-10 with
• Introduce numbers 11-20, looking for the base 10 and Kindergarten TA 50% accuracy
extra ones (1:1 correspondence) Updated Progress: Updated Progress:
• Integration of early school readiness skills with
numbers.
• Multi-sensory play-based experiences with numbers
• Workshop model to create small group instruction
• Use of inventories to target instruction
• Utilize RTI teacher and TA/TOSA/Kinder TA to
collaborative plan intervention instruction.
▪ Create/adopt assessments to accurately assess early
numeracy skills
▪ Utilize Data Wise protocol to analyze data and plan for next
stepsFocus Area: Instruction & Curriculum (School Based Planning Teams – Grade Level/Department Meetings - Supervision)
Goal(s): 1st Grade – Literacy
Phonemic Awareness:
Students will demonstrate phonemic awareness proficiency with the following skill: Segment and blend four phonemes (phonemic awareness)
Nonsense Word Fluency:
Students will demonstrate proficiency in nonsense word fluency by demonstrating the following skills: Segment and blend 3 letter words (Midyear) Segment and blend
4 letter words (EOY)
Comprehension:
Students will demonstrate proficiency in read aloud comprehension through verbal responses (midyear) and written responses (EOY)
Students will be able to retell a story in sequence, beginning, middle, and end.
Action Plan Plan to Assess Mid-Year Goal & Progress End of the Year Goal &
Include targeted instructional practice to examine (Who/When) (Short Term) Progress
(Problem of Practice- include instructional implications) How will it be Who is responsible? (Long Term)
monitored?
Action Steps: AIMSweb Classroom Teacher Goal: Goal:
▪ Consistency of administration and scoring Students will segment and blend
▪ Utilize Heggerty instruction and AIMS progress monitoring Heggerty Reading three phonemes with tapping
and assessments to drive instruction. Interventionist TA
▪ Systematic and explicit phonic instruction through the use Progress
of the CKLA resource. monitoring Special Education Goal:
▪ Utilize Data Wise protocol to analyze data and plan for next Teacher Students will segment and blend
steps. Bursts 3 letter nonsense words
▪ Utilize RTI teacher/TOSA/TA to collaboratively plan
intervention instruction. IST Comprehension:
Students will be able to verbally
PST retell story with details from
beginning, middle and end.
Ex: QPS/Wilson-use Updated Progress: Updated Progress:
of real & nonsense
word lists to assess
blending untimed
as a resource
Common
AssessmentsFocus Area: Instruction & Curriculum (School Based Planning Teams – Grade Level/Department Meetings - Supervision)
Goal(s): 1st Grade – Mathematics
Students in 1st grade will increase their conceptual understanding with special attention to Number Sense, through targeted small group instruction and frequent
progress monitoring.
Students in 1st grade will increase their math fact fluency proficiency through targeted multi-sensory instruction. (addition and subtraction)
Action Plan Plan to Assess Mid-Year Goal & Progress End of the Year Goal &
Include targeted instructional practice to examine (Who/When) (Short Term) Progress
(Problem of Practice- include instructional implications) How will it be Who is (Long Term)
monitored? responsible?
▪ Utilize Data Wise protocol to analyze data and plan next Iready Classroom teacher Goal: 50% of students are on or Goal:
steps with instruction. (Iready/ Fact Fluency, MEX) Math above grade level
▪ Support Number Sense growth by utilizing resources from Fact Fluency Math
the i-Ready program in addition to other resources (ex.: Assess. Interventionist TA 80% of students on level (80%+),
Math Expressions, Xtra Math) untimed
▪ Frontloading mathematical vocabulary Xtra Math Special Education
▪ Utilize number talks to strengthen number sense (i.e. teacher Updated Progress: Updated Progress:
subitizing) Math Talk
▪ Continue to strengthen fact fluency through multi-sensory
instruction MEX
▪ Increase fact fluency through student goal setting (accuracy
or time based on student need) Classroom
▪ Utilize math intervention as appropriate ObservationsFocus Area: Instruction & Curriculum (School Based Planning Teams – Grade Level/Department Meetings - Supervision)
Goal(s): 2nd Grade – Literacy
Students will increase their reading fluency to meet or exceed grade-level proficiency.
Comprehension:
Students will demonstrate understanding of a text by answering text-based questions and providing relevant text details.
Action Plan Plan to Assess Mid-Year Goal & Progress End of the Year Goal &
Include targeted instructional practice to examine (Who/When) (Short Term) Progress
(Problem of Practice- include instructional implications) How will it be Who is (Long Term)
monitored? responsible?
▪ Use of systematic and explicit phonic instruction Weekly or bi- Classroom and Goal: Goal:
▪ Using CKLA to implement science of reading practices weekly progress intervention Students will read at least 80
▪ Utilize Data Wise protocol to analyze data and plan next steps monitoring. teachers when wpm on a grade level text.
of instruction, implement and assess appropriate.
▪ Implementation of the K-12 instructional model IST/PST 85% of students will demonstrate
▪ Utilize Heggerty instruction and assessments to drive Intervention TA proficiency on the common
instruction (Phonemic awareness) PAST as needed assessment
▪ Implementation of independent reading time Updated Progress: Updated Progress:
▪ Implementation of Humanities curriculum Common
assessment
Aimsweb progress
monitoringFocus Area: Instruction & Curriculum (School Based Planning Teams – Grade Level/Department Meetings – Supervision)
Goal(s): 2nd Grade – Mathematics
Students will increase their math proficiency in math fluency and place value and apply their understanding to multi-digit addition and subtraction.
Action Plan Plan to Assess Mid-Year Goal & Progress End of the Year Goal &
Include targeted instructional practice to examine (Who/When) (Short Term) Progress
(Problem of Practice- include instructional implications) How will it be Who is (Long Term)
monitored? responsible?
▪ Utilize Data Wise protocol to analyze data and plan next Progress Classroom and Goal: Students will increase their Goal:
steps of instruction, implement and assess. monitoring intervention accuracy with math fact fluency
▪ Implementation of the K-12 instructional model. teachers when with +/- within 20.
▪ Utilize number talks to strengthen number sense IST/PST appropriate.
▪ Utilize the RTI model for enhanced differentiation to close Students will increase score 80%
gaps for students. (midyear) Fact Fluency of higher on MEX unit 2 and unit
▪ Explicit vocabulary instruction Assessment 3 assessments.
MEX unit Updated Progress: Updated Progress:
assessments
Classroom
ObservationsFocus Area: Instruction & Curriculum (School Based Planning Teams – Grade Level/Department Meetings - Supervision)
Goal(s): 3rd Grade – Literacy
Fluency: Students in Grade 3 will increase their reading fluency through systematic instruction and progress monitoring.
Comprehension: Students in Grade 3 will use inferential thinking to answer questions about the text using relevant text details.
Action Plan Plan to Assess Mid-Year Goal & Progress
Include targeted instructional practice to examine (Who/When) (Short Term)
(Problem of Practice- include instructional implications) How will it be Who is Goal:
monitored? responsible? 85% of students will read 105 End of the Year Goal &
wpm with 3 or fewer errors. Progress
(Long Term)
80% of students will show Goal:
proficiency with (on 2) short
constructed responses.
▪ Student led fluency progress monitoring and goal setting AimsWeb Classroom Updated Progress: Updated Progress:
▪ Utilize Data Wise protocol to analyze data and plan next Fluency Teachers
steps of instruction, implement and assess Assessment and
▪ Utilize current instructional model to guide planning and Probes Intervention
execute lessons. Teacher
▪ Utilize the RTI model to implement interventions and
targeted instruction by setting appropriate and measurable PAST if needed Classroom Team
goals. (ex: fluency bursts) (consider midyear)
▪ Small and whole group instruction will incorporate phonemic Student lead
awareness and phonics instruction for all students. fluency PM
▪ Provide explicit fluency instruction during tier 1 instruction.
▪ Provide ample time and opportunities to explore their
interests through independent reading.
▪ Amplify skills boost
▪ Implementation of Humanities Curriculum
▪ Explicit instruction and practice with 6 syllable typesFocus Area: Instruction & Curriculum (School Based Planning Teams – Grade Level/Department Meetings - Supervision)
Goal(s): 3rd Grade – Mathematics
Students in Grade 3 students will increase their math proficiency in math fluency and place value and apply their understanding to m ultiplication and division.
Action Plan Plan to Assess Mid-Year Goal & Progress End of the Year Goal &
Include targeted instructional practice to examine (Who/When) (Short Term) Progress
(Problem of Practice- include instructional implications) How will it be Who is (Long Term)
monitored? responsible?
▪ Utilize the RTI model for enhanced differentiation to close Fact Fluency Classroom Teacher Goal: 100% or higher on Fact Goal:
gaps for students. Assessment Fluency Assessment (Untimed)
▪ Utilize current instructional model to guide planning and Intervention (+/-)
execute lessons. MEX Unit Teacher
▪ Utilize Data Wise protocol to analyze data and plan next Assessment All students score 80% or higher
steps of instruction, implement and assess Classroom Team on unit 4 MEX assessment
▪ Provide opportunities for math talk and productive struggle Classroom
while maintaining high expectations for all. Observations Updated Progress: Updated Progress:
▪ Explicit vocabulary instruction in mathematics
▪ Administer Fact Fluency assessments to gather information
of strengths and to inform planning.
▪ Daily math fluency sprints with student goal setting and
tracking
▪ Utilize Xtra Math to support mathematical fluency.
▪ Increase use of Number Talks as a vehicle for students to
discuss multiple ways to solving a problem. This will also
allow teachers to catch any misconceptions (formative
assessment measure)Focus Area: Well Being of Self and Community (SEL/Restorative Practices) (Faculty/Department - Supervision)
Goal(s): SEL
Staff in K-3 will pilot Caring Communities into multiple classrooms/settings to provide access to tier 1 SEL instruction in grades K-3.
Staff will gain knowledge around restorative practices to implement within their classroom settings.
Staff in grades K-3 will use a behavior referral to support in data collection of behavioral needs and supporting students with restorative practices.
Action Plan Plan to Assess Mid-Year Goal & Progress End of the Year Goal &
Include targeted instructional practice to examine (Who/When) (Short Term) Progress
(Problem of Practice- include instructional implications) How will it be Who is (Long Term)
monitored? responsible?
▪ Principals to introduce behavioral referral document to staff. Classroom Principals Goal: Goal:
Implementation to begin at start of school year. observations
o TOSA’s to turnkey document training to all TOSA (Lead
Updated Progress: Updated Progress:
lunch/recess monitors Scheduled Teacher)
o 0
▪ Continued professional development tied to restorative meetings/minutes
practices and consistent implementation into the classroom. to elicit feedback Supervisor of
▪ Create a community of teachers interested in piloting Caring from committee Counseling,
Communities across a tier 1 setting. members Student Equity and
o Provide resources and professional development Wellness
tied to Caring Community resource. Use of behavior
o Create a schedule of meetings to support referral document
implementation across classrooms
ocus Area: Implementation Systems (curricular or instructional shifts/grade level transitions/professional growth)
Goal(s):
Staff will understand the West Irondequoit Instructional Model and use the model to impact classroom instruction.
Staff will use the data wise process to inform grade level instruction.
Action Plan Plan to Assess Mid-Year Goal & Progress End of the Year Goal &
Include targeted instructional practice to examine (Who/When) (Short Term) Progress
(Problem of Practice- include instructional implications) How will it be Who is (Long Term)
monitored? responsible?▪ SBPT and faculty meetings will focus on the Instructional Classroom Principals Goal: 50% of teachers will Goal:
Model observations/ successfully utilize the
a. Break down components of the instructional model. Walkthroughs Directors of instructional model during formal
b. Provide strategies and supports to meet the different Curriculum and observations.
components within the instructional model Reflection during Data
post observations The Data Wise Process will be
that apply to the utilized during intervention
instructional reviews and meetings
model. Updated Progress (midyear):You can also read
