Building Process Goals 2015-2016

Teams:

Math Strategies

Reading Strategies

ALL

Master schedule will include a 25 minute block of time for math and reading to provide instruction based on individual
needs. Additional teachers would be available during recess to support grade levels with interventions or extension
activities.

Develop games that students can work on

independently after completing class math work.

Weekly meetings with Title I to discuss data.

Flexible Groups based on Benchmark Skills and using

EL Push-In to deliver instruction based on what
individuals need.

Monthly meetings with Title to discuss a targeted group of

readers

Look at benchmark data and articulate morning work to

discuss an action plan for students to achieve
necessary skills.
2

Students will track their progress on benchmark

assessments through use of a classroom bar graph.
We will adopt the grow the green concept and
students will add a green bar with their name to the
class graph as they meet the benchmark goal.

We will give leveled reading homework with comprehension

questions in place of Bookworm 1 or 2 days each week.

Keep the focus on Growing the Green. Adding fact

fluency to math benchmarks. Reviewing Power
Standards and the benchmarks.
Increase communication between Special Ed.
Teachers and Classroom.

Include reading as daily homework, focusing on skills and

strategies.
Give pre and post tests and use rubic in Benchmark for grading
(5-1).

We will revamp our student leader work/warm-ups to

focus on four categories that are seen throughout
MCA, NWEA and Expressions testing. The categories

We will work with EL to set aside 30 minutes a day 4 days a

week for comprehension and vocabulary skills in intervention
groups. Well complete 1 strategy per week. We will use version

are (1) geometry (2) algebraic representation (3)

estimation skills--focusing specifically on the use of
numberlines (4) fractional/decimal concepts. We want
to emphasize logical thinking, concrete
representations, and the application of these skills.

2 of the comprehension quizzes from the curriculum and Words

Their Way for vocabulary skills. We will also utilize Vocabu-lit
resources to help with differentiating to the at-grade level and
high students.

Specialis We will develop a Mentorship Program.

t
Meet with 3-4 grade students and mentor those who are performing below grade level. Students may be identified from
those who are not meeting their MCA/NWEA goals or from Fountas & Pinnell and Math Benchmarks?
May possibly add a group of 2nd graders after fall NWEA?
Actions:
*Check-ins:
-Informal throughout the week
-Formal check-in once a week
-Create a form or document to show evidence of check-in
*Communicate with classroom teachers to find information to help those students and figure out indicators to check-in with
those students
*Collaborate with Christa and Jacqueline to get ideas and strategies to help support the students
*Also included in Mentorship Program.
Title

-Monthly data meetings with each grade level

-Specific intervention times for each grade level
(coincides with another grade levels recess)
-Develop a more efficient communication system
between Title-1 and classroom teachers