Discipline: ELA
Pre-Kindergarten
Targeted Areas: Students
knowledge and use of vocabulary.
Supporting Data: All constituencies involved in the formulation of this PIP analyzed a variety of data sources. These sources included review of initial special education testing, including, but not limited to the Battelle Developmental Screening Inventory – 2nd Edition, developmental checklists, developmental history and parent information, informal observations, and preschool language scale.
Root Causes:
RT1- Lack of identified target vocabulary.
RT2- Lack of
exposure to grade appropriate vocabulary outside of school.
RT3- Due to
special education disabilities, many students are not sufficiently able to use
targeted vocabulary to participate actively in discussions, listen to ideas of
others, and ask and answer relevant questions.
Improvement Goal: We will continue to work diligently towards our goal of 80% proficiency in acquisition of targeted vocabulary.
Instructional Change
Objectives:
ICO1- Teachers will develop theme based target vocabulary lists that will further develop effect use of targeted vocabulary.
ICO2- Teachers will model and provide use of vocabulary on a daily basis to expand use and knowledge of vocabulary.
ICO3- Teachers
will consistently use pictures and props to visually assist with comprehension
and use of vocabulary.
Discipline:
Mathematics Pre-Kindergarten
Targeted Area: Students ability to listen to and use math vocabulary in meaningful contexts.
Supporting Data: All constituencies involved in the formulation of this PIP analyzed a variety of data sources. These sources included review of initial special education testing, including, but not limited to the Battelle Developmental Screening Inventory – 2nd Edition, developmental checklists, developmental history parent information, and informal observations.
Root Causes:
RT1- Lack of identified target math vocabulary.
RT2- Lack of
exposure to mathematical concepts outside of school.
RT3- Due to
special education disabilities, many students are not sufficiently able to use
targeted vocabulary to connect various mathematical skills in meaningful ways.
Improvement Goal: We will continue to work diligently towards our goal of 80% proficiency in acquisition of targeted mathematical vocabulary.
Instructional Change
Objectives:
ICO1- Teachers will develop math based target vocabulary that will further develop effective use of indicated vocabulary.
ICO2- Provide students with mathematical practice activities for the home in their newsletters including suggestions for parents to do with their children at home.
ICO3- Teachers will consistently use pictures and props to visually assist with comprehension and use of math vocabulary.
Discipline: ELA
Kindergarten
Targeted Areas: Students
knowledge and use of spoken and written vocabulary.
Supporting Data: All constituencies
involved in the formulation of this PIP analyzed a variety of data sources.
These sources included the DIBELS,
Grade Test and teacher observation.
When analyzing data accumulated from our GRADE testing in the fall of
2007, the staff noticed deficiencies in the following subtests: Verbal
Concepts, Picture Categories and Listening Comprehension. The subgroup of ELL students show more
significant need for vocabulary development.
The ELL data is also substantiated by the IPT and MELA-O tests.
Root Causes:
RT1- Lack of consistent instruction in spoken and written vocabulary, as every teacher’s expectations are different.
RT2- Children entering our classrooms have had no prior school experience and limited vocabulary exposure.
RT3- Students are at different stages of development and present a wide array of abilities.
Improvement Goal: Teachers will continue to work diligently and cohesively to improve our students’ vocabulary sills so that they meet success in first grade. If more staff is hired for next school year, we would like to reinstate ERI and increase instructional time for ELL students.
Instructional Change
Objectives:
IOC2- Teacher will provide opportunities for using and improving oral language at school and at home.
IOC3- Teachers will continue to differentiate their instruction to meet the needs of their students.
Discipline: Math
Kindergarten
Targeted Areas: Students
ability to make predictions and draw conclusions from given data (i.e. graphs)
while using correct terminology.
Supporting Data: All constituencies
involved in the formulation of this PIP analyzed a variety of data sources.
These sources included teacher
observations, numeral checklists, flash card games and learning centers.
Root Causes:
RT1- Students are given limited opportunities to talk, think, and share their math ideas with peers when problem solving.
RT2- Students are not consistently exposed to opportunities to practice their math skills outside of school.
RT3- Time is not allotted in our schedules for common planning where staff can share best practices.
Improvement Goal: Teachers will continue to enable our students to become more proficient at critical thinking and problem solving.
Instructional Change
Objectives:
ICO1- Teachers will use more bar graphs, real graphs, picture graphs, and line graphs to proved opportunities for students to discuss their ideas and common mathematical terminology. Teachers will present more open-ended questions to encourage dialogue between the students.
IOC2- Teachers will provide opportunities for parents to interact with their children during school-based math activities. Teachers will continue to include explanations of math topics and math vocabulary in their newsletters.
ICO3- Teachers will use professional development days to share best practices and use those practices in their teaching.
Discipline:
ELA Grade 1
Targeted Area:
Student knowledge and use of vocabulary words in speaking, reading and
writing.
Supporting Data: All constituencies involved in the
formulation of this PIP analyzed a variety of data sources. These sources
included the DIBELS, Grade Test, Harcourt High Frequency Word List, and teacher
observation.
Root Causes:
RC1- There is a lack of consistent teacher expectations and explicit
instruction in writing in all areas.
RC2- Students are not consistently provided with experiences to
enhance their vocabulary outside of the school
setting.
RC3- Insufficient additional support
in the classroom.
Improvement Goal: Students will demonstrate appropriate
knowledge and usage of targeted vocabulary in their reading, writing, and
speaking domains.
Instructional Change Objective:
ICO1- Teachers will review targeted vocabulary through a variety
of learning modalities.
ICO2-Teachers will expose students to a wide range of vocabulary that they
can utilize in and out of school.
ICO3- Teachers
differentiate their ELA instruction to maximize student learning in the
classroom.
Discipline:
Math Grade 1
Targeted Area:
Student knowledge and use of addition and subtraction facts to 12
according to the District Curriculum Mapping.
Supporting Data: All
constituencies involved in the formulation of this PIP analyzed a variety of
data sources. These sources included
teacher questioning, flash card games, test/quizzes and learning centers.
Root Causes:
RC1- There is a lack of consistent teacher expectations regarding math
instruction across the grade level.
RC2- Insufficient student knowledge of basis math facts when entering Grade
1.
RC3- Insufficient class time has been allotted to develop these requisite
math skills.
Improvement Goal: Students will demonstrate appropriate
knowledge and usage of addition and subtraction facts to 12 in reading, writing,
and speaking domains.
Instructional Change Objective:
ICO1- Teacher will use the Grade 1 Math Curriculum Map to inform the nature
and pacing of their instruction.
ICO2- Teacher will incorporate active practice of basic math facts in every
lesson.
ICO3- Teachers will organize an uninterrupted math block of a hour per day.
Discipline:
ELA Grade 2
Targeted Areas: Students reading comprehension in all content areas, i.e. fiction,
non-fiction, inferences, etc.
Supporting Data: All constituencies
involved in the formulation of this PIP analyzed a variety of data sources.
These sources included C.C.C. Success Maker Reading Scores, STAR Reading
Scores, End of Selection Tests, Holistic Test and daily work.
Root Causes:
RC1- Many students
have gaps in their ELA skills and fluency.
RC2- Students
are not consistently provided with experiences to enhance their reading comprehension outside of the school setting.
RC3- Insufficient
remedial support in the classroom.
Improvement
Goal:
Students will demonstrate an understanding of what is read and ability to
answer comprehension questions both orally and in written form at each
student’s reading level.
Instructional
Change Objective:
ICO1- Teachers
will use a variety of strategies including differentiated learning and
formative assessment to inform instruction.
ICO2- Teachers will expose students to a wide range
of reading opportunities that they can utilize in and out of school.
ICO3- Teachers
will utilize flexible grouping and differentiated instruction to maximize
student learning in the classroom.
Discipline:
Math Grade 2
Targeted Areas: Student math vocabulary, number sense and solving word problems.
Supporting Data: All constituencies
involved in the formulation of this PIP analyzed a variety of data sources.
These sources included C.C.C. Success Maker Math Scores, STAR Math Scores,
End of Chapter Tests, Inventory Test and daily work.
Root Causes:
RC1- Teachers
are not consistent in their use of common math vocabulary especially as it
applies to MCAS.
RC2- Weak math
skills and reading comprehension impedes student learning of number facts and
word problem solutions.
RC3- Lack of
sufficient remedial support in the classroom.
Improvement
Goal: Students will demonstrate appropriate
knowledge and usage of math terminology, math facts and problem solving steps.
Instructional
Change Objective:
ICO1- Teachers
will develop and use common math vocabulary list.
ICO2- Teacher will incorporate active practice of
basic math facts in every lesson.
ICO3- Teachers
will use common problem solving steps and differentiated instruction to
reinforce basic math skills.