Roosevelt Elementary Continuous Achievement Plan · identification of the main idea using questions...

Roosevelt Elementary

Continuous Achievement Plan 2018-19 | Q3

Roosevelt elementary is focused on Relationships, Rigor and Results. We care about

our students and want them to feel loved, safe and cared for at school. Each day

starts with a Morning Meeting in each classroom to build community. We then

move to teaching and learning in 1-on-1, small groups an whole groups in reading,

writing and math to make sure every student gets their best learning opportunities

every day.

EARLY LEARNING

GOAL: Decrease the percentage of students in level 1 for

Reading (Claim 1) from 91% (21 students) to 58% (7 students).

Claim 1 focuses on reading. Roosevelt students need more reading development, particularly phonics and vocabulary, to

comprehend grade level text. Improving these skills will further support writing, an emerging Claim focus at Roosevelt.

Action StepStudents will participate in a strategy group using SBA practice items at least 1-2 times per week, led by the classroom

teacher, Sp.Ed teacher or an intervention teacher and meausured by weekly CFAs.

Action StepStudents will use vocabulary strategies to define important content words from Informational text 1‐2 times a week. Exit

tickets will be used to monitor progress.

Measurement

Date

Resources AvailableInterim Assessment Blocks (IABs), Literacy Framework, Priority Standards and accompanying rubrics, strategic scheduling

that allows double and triple dosing, grade level created Common Formative Assessments, Common Core Companion

reference resources.

Resources Needed0

ResponsibleGrade 3, Sp.Ed, Title I, ELL, LAP teachers

3 Hispanic & Other/Multiracial

1 Reading

GRADE LEVEL AREA OF FOCUS GROUP

CFA (Common Formative Assessment)

2.1.19

ACADEMIC EXCELLENCE







Action StepStudents will use vocabulary strategies to define important content words from Informational text 1‐2 times a week. Exit

tickets will be used to monitor progress.

Measurement

Date




Resources Needed0


4 Hispanic & African American

1 Reading



2.1.19

ACADEMIC EXCELLENCE







Action StepStudents will use vocabulary strategies to define important content words from Literary text 1‐2 times a week. Exit tickets

will be used to monitor progress.

Measurement

Date




Resources Needed0


5 Hispanic & African American 1 Reading



2.1.19

EARLY LEARNING

GOAL: Decrease the percentage of students in level 1 for Math

(Claim 2) from 91% (21 students) to 81% (4 students).

One strand of claim 2 focuses on problem solving. The Standards for Mathematical Practice focus on habits of mathematical

thinking. Roosevelt students need both computation and thinking/reasoning of math. Claim 2 allows for both.

Action StepStudents will work with the classroom teacher or support staff at least 1-2 times per week on understanding multiplication

and division within 100.

Action StepStudents will work in the online program iReady on NBT Common Core Standards for Grade 3 1-2 times per week. Teacher

will monitor/review in small group/1:1 weekly.

Measurement

Date

Resources AvailableInterim Assessment Blocks (IABs), Math Framework, Priority Standards, strategic scheduling that allows double and triple

dosing, grade level created Common Formative Assessments, Common Core Companion reference resources.

Resources Needed0

ResponsibleGrade 3 teachers, Instructional Coach, Principal, Sp.Ed Teacher

3 Hispanic & Other/Multiracial 1 Problem Solving



2.1.19

ACADEMIC EXCELLENCE





Action StepStudents will learn how to problem solve in multiplication and division using array, equal groups, area and comparison

models as measured by exit tickets.

Action StepStudents will work in the online program iReady on OA Common Core Standards for Grade 3 1-2 times per week. Teacher


Measurement

Date



Resources Needed0





2.1.19

4 Hispanic & African American

1 Problem Solving



2.1.19

ACADEMIC EXCELLENCE





Action StepStudents will learn how to problem solve in multiplication and division using array, equal groups, area and comparison

models as measured by exit tickets.



Measurement

Date



Resources Needed0





2.1.19

5 Hispanic & African American 1 Problem Solving



2.1.19

EARLY LEARNING

GOAL: Shift 50% (10 of 20) of students from level 1 to level 2

on RF.K.3.C to prepare to independently read emergent -

reading texts RF.K.4.

After acquiring the majority of sounds and letters, the next step in language acquisition is to apply those skills to reading high

frequency words. The first 25 high frequency words is the starting point to supporting standard growth in RF.K.4.

Action StepStudents will work in small groups daily with the teacher and push-in support staff practicing identification of the first 25

sight words as measured by a sight words assessment. Students will also have extra 1:1 reading time with an adult daily.

Action StepTitle I, ELL and LAP teachers will continue pull out intervention groups with Grade K students and work 1:1 or in small

groups on sound, letter and sight word recognition/phonics strategies as measured by daily exit tickets.

Measurement

Date

Resources AvailableDRA materials, Literacy Framework, Priority Standards with rubrics, team created CFAs, Common Core Companion

resources.

Resources Needed0

ResponsibleGrade K, Sp.Ed, Title I, ELL, LAP, K-3 Literacy Support teachers

K Hispanic & White 1 Reading Foundational Skills



2.1.19

EARLY LEARNING

GOAL: Shift 30% (5 of 18) of students from level 1 to level 2 on

the standard that asks students to independently read

emergent text.

By the end of first grade students should have vocabulary development of 300 or more sight words/vocabulary words.

Acquisition of these words is essential to literacy development.

Action StepStudents will work in small groups daily with the teacher and push-in support staff practicing identification of sight words

as measured by a sight words assessment. Students will also have extra 1:1 reading time with an adult daily.

Action StepTitle I, ELL and LAP teachers will continue pull out intervention groups with Grade 1 students and work 1:1 or in small

groups on sound, letter and sight word recognition/phonics strategies as measured by daily exit tickets.

Measurement

Date

Resources AvailableLiteracy Framework, Priority Standards with rubrics, team created CFAs, Common Core Companion resources.

Resources Needed0

ResponsibleGrade 1, Sp.Ed, Title I, ELL, LAP, and K-3 Literacy Support Teachers

1 Hispanic & African American 1 Reading Foundational

Skills



2.1.19

EARLY LEARNING


the standard that asks students to independently read to

support comprehension.

Academic vocabulary development and foundational literacy are essential to student progression to read and comprehend

grade level text.

Action StepStudents will work in small groups daily with the teacher or support staff practicing informational text reading

comprehension and identification of the main idea using questions stems from TCOE as measured by weekly CFAs.


groups on sound, letter and sight word recognition/phonics strategies as measured by exit tickets.

Measurement

Date

Resources AvailableLiteracy Framework, Priority Standards with rubrics, team created CFAs, Common Core Companion resources.

Resources Needed0

ResponsibleGrade 2, Sp.Ed, Title I, ELL, LAP, and K-3 Literacy Support teachers

2 Hispanic & African American 1 Reading Informational

Text



2.1.19

EARLY LEARNING

GOAL: Shift 21% (5 of 23) of students in level 1 or 2 to level 3

on the standard that asks students to identify key ideas and

details.


grade level text.

Action StepStudents will work in small groups daily with the teacher or support staff practicing reading comprehension and

identification of the main idea using questions stems from TCOE as measured by exit tickets.


groups on reading comprehension and vocabulary strategies as measured by exit tickets.

Measurement

Date

Resources AvailableIABs, Literacy Framework, Priority Standards with rubrics, team created CFAs, Common Core Companion resources.

Resources Needed0


3 Hispanic & Other/Multiracial 1 Reading Informational

Text



2.1.19

ACADEMIC EXCELLENCE


on the standard that asks students to identify key ideas and

details.


grade level text.





Measurement

Date


Resources Needed0



1 Reading



2.1.19


Text



2.1.19

ACADEMIC EXCELLENCE

GOAL: Shift 44% (11 of 25) students in level 2 to level 3 on the

standard asking students to explain events, procedures etc. in

an informational text.


grade level text.





Measurement

Date


Resources Needed0



1 Reading



2.1.19


Text



2.1.19

EARLY LEARNING


standard K.CC.A.1 asking students to know number names (32)

and count in sequence to 100.

Foundational number sense is essential to the ability to master more complex math tasks such as addition and

subtraction (K.OA.A.1).

Action StepStudents will work in small groups or 1:1 with the classroom teacher or support staff at least 1-2 times per week on

counting in sequence to 100.

Action StepStudents will practice counting 1-2 times weekly on iReady with teacher monitoring progress weekly.

Measurement

Date

Resources AvailableMath Framework, Priority Standards, team created CFAs, Common Core Companion resources, strategic scheduling that

allows double and triple dosing.

Resources Needed0

ResponsibleGrade K teachers, SpEd teacher

K Hispanic & White 1 Counting & Cardinality



2.1.19

EARLY LEARNING


on the standard asking students to count in sequence to 120.

Foundational number sense is essential to the ability to master more complex math tasks such as addition and subtraction.


counting in sequence to 120 as measured by exit tickets.

Action StepStudents will practice counting 1-2 times weekly on iReady with teacher monitoring progress weekly.

Measurement

Date

Resources AvailableMath Framework, Priority Standards, team created CFAs, Common Core Companion resources, strategic scheduling that

allows double and triple dosing.

Resources Needed0

ResponsibleGrade 1 teachers, SpEd Teacher

1 Hispanic & African American 1 Number and operations

in base 10



2.1.19

EARLY LEARNING


the standard asking students to identify and model digits and

their values in 1s and 10s.

Place value is essential to master more complex math tasks and apply mathematics to solve well-posed problems arising in

everyday life, society, and the workplace, as well as, selecting and using appropriate tools strategically.


understanding place value and modeling digits as values in 1s and 10s as measured by exit tickets.


will monitor progress weekly.

Measurement

Date

Resources AvailableiSM, Math Framework, Priority Standards, team created CFAs, Common Core Companion resources, strategic scheduling

that allows double and triple dosing.

Resources Needed0


2 Hispanic & African American 1 Number and operations

in base 10



2.1.19

EARLY LEARNING

GOAL: Shift 25% (6 of 23) of students from level 1 or 2 to level

3 on the standard asking students use multiplication and

division within 100.

Operations of adding and subtracting are required to master more complex math tasks and apply mathematics to solve well-

posed problems arising in everyday life, society, and the workplace. This includes selecting and using appropriate tools

strategically.

Action StepStudents will work with the classroom teacher or support staff in small groups or 1:1 at least 1-2 times per week on

understanding multiplication and division within 100 as measured by exit tickets.



Measurement

Date

Resources AvailableIABs, Math Framework, Priority Standards, team created CFAs, Common Core Companion resources, strategic scheduling


Resources Needed0


3 Hispanic & Other/Multiracial 1 Operations & Algebraic

Thinking



2.1.19

ACADEMIC EXCELLENCE


the standard asking students to multiply and divide within 100

to solve word problems.

Multiplying and dividing are required to master more complex math tasks and apply mathematics to solve well-posed problems

arising in everyday life, society, and the workplace. This includes selecting and using appropriate tools strategically.

Action StepStudents will work in small groups or 1:1 with the teacher or support staff to learn how to problem solve in multiplication

and division using array, equal groups, area and comparison models as measured by exit tickets.



Measurement

Date



Resources Needed0



1 Reading



2.1.19

4 Hispanic & African American 1 Operations & Algebraic

Thinking



2.1.19

ACADEMIC EXCELLENCE


the standard asking students to convert between fractions,

decimals and mixed numbers.

Converting fractions, decimals and mixed numbers are required to master complex math tasks & apply mathematics to solve

well-posed problems arising in everyday life, society, & the workplace; including selecting & using appropriate tools

strategically.

Action StepStudents will work in small groups or 1:1 with the teacher or support staff to convert between fractions, decimals and

mixed numbers using manipulatives to create representations as measured by exit tickets.



Measurement

Date



Resources Needed0



1 Reading



2.1.19

5 Hispanic & African American 1 Operations & Algebraic

Thinking



2.1.19

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