Educator

Educator Goals
Goals Bank
Bank

The
The evaluation
evaluation process
process is
is designed
designed to
to support
support aa continuous
continuous cycle
cycle of
of pp
Professional
Professional Practice
Practice goals.
goals. This
This document
document contains
contains aa bank
bank of
of strong
strong gg
to
to be
be updated
updated as
as more
more goals
goals are
are collected.
collected. The
The goals
goals in
in this
this bank
bank are
are
Early
Education
Goals
Early Education Goals
Elementary
Elementary &
& K-8
K-8 Goals
Goals
High
High School
School Goals
Goals
ELL
ELL Goals
Goals
SpEd
SpEd Goals
Goals
Electives
Electives Goals
Goals
Caseload
Caseload Educator
Educator Goals
Goals
Administrator
Administrator Goals
Goals
Schoolwide
Schoolwide Goals
Goals

ontinuous
ontinuous cycle
cycle of
of professional
professional growth,
growth, driven
driven by
by Student
Student Learning
Learning and
and
ns
ns aa bank
bank of
of strong
strong goals
goals that
that BPS
BPS teachers
teachers have
have written
written and
and will
will continue
continue
als in
oals
in this
this bank
bank are
are organized
organized into
into the
the following
following categories:
categories:

SMART
SMART Goal
Goal Framework
Framework
Specific:
Specific: Goals
Goals should
should be
be explicit
explicit about
about what
what will
will change
change
Measurable:
Goals
should
be
able
to
be
quantified
Measurable: Goals should be able to be quantified and
and tracked
tracked with
with
assessments
and
other
data
throughout
the
cycle,
and
when.
assessments and other data throughout the cycle, and when.
Attainable:
Attainable: Goals
Goals should
should be
be both
both challenging
challenging and
and realistic.
realistic.
Results-focused:
Results-focused: Goals
Goals should
should directly
directly impact
impact student
student learning.
learning.
Time-bound:
Goals
should
provide
a
specific
timeframe
Time-bound: Goals should provide a specific timeframe for
for completion,
completion,
prior
to
the
end
date
of
the
plan.
prior to the end date of the plan.

Focus
Inquiry-based
exploration

Student Learning Goal

In order to facilitate inquiry-based exploration that is
developmentally appropriate for young children, I will create
weekly and daily schedules that designate time for inquiry-based
exploration, as well as creative expression, large-group and
small-group activities, and child initiated-activities. I will
incorporate learning experiences and projects that extend over
the course of several days. I will work with the Early Childhood
department to develop inquiry based exploration centers that
build on the Reading Street center ideas. I will measure my
progress using checklist and reflection tools each month. This
goal is aligned with NAEYC accreditation criteria 2.A.11, 3.G.07,
and 3.G09.

Vocabulary

Based on the fact that 22% of students failed to maintain or gain

a higher Peabody Picture Vocabulary Test (PPVT) Growth Scale
Value, my goal is that by Spring 2013, 100% of my students will
have gained a higher PPVT level than their level at the beginning
of the school year by increasing the number of words they can
produce in response to an oral language prompt.

Professional Practice Goal

Based on the fact that my students currently spend 30 minutes per day
in inquiry-based exploration, throughout the school year students will
spend 60 minutes in inquiry-based exploration centers each day.
Through the center work, students will gain independence, critical
thinking skills and problem solving skills, which I will measure through
observation. I will document my observations of each student weekly,
and monitor developments over time. This goal is aligned with NAEYC
accreditation criteria 2.A.11, 3.G.07, and 3.G09. (1-A-4. Well-Structured
Lessons)

Content Area
ELA

ELA

ELA

ELA

ELA

ELA

ELA

ELA

ELA

ELA

ELA

ELA

Math

Math

Math

Math

Math

Student Learning Goal

Based on the fact that 44% of students currently score below grade-level
expectation (M) on the Fountas and Pinnell benchmark assessment, my goal
is that by May 85% of students pass a level P assessment while using
evidence and explanation to answer oral and written questions on the
assessment at their instructional reading level. Progress towards the goal
will be measured in January, when 85% of students should progress towards
level 0 while using significant evidence and explanation to respond to
questions.

We will administer a 2nd grade team-created baseline assessment on

comparing and contrasting same-topic texts. Using that data we will
increase the percent of students scoring in the proficient range (at least 7
out of 10 on our school rubric) by 20% between the October baseline
assessment and the midyear assessment in January, and by an additional
20% by the final assessment in May. Progress toward this goal will be
measured by monthly informal assessments on same-topic compare and
contrast texts. I will document progress through analysis of class sets of
data, as well as student work from three students collected over the course
of the year.

Based on the fact that 50% of my students currently score below Benchmark
on the DIBELS/TRC,my goal is that by April, 2012, 100% of my studentswill
scorereading level F or higher on the same assessment by April, 2013.
Progress toward this goal will be measured by collecting and analyzing
DIBELS/TRC benchmark data, progress monitoring and running records.

Based on the fact that 68% of students in my class scored below benchmark
for standard RI3.7 on ATI ELA Grade 3 beginning of year predictive, my goal
is that 60% will meet the benchmark for this standard on the January
predictive, and 80% of students in my class will demonstrate mastery of this
standard on a similar assessment in May. I will measure progress toward this
goal using in-class assessments related to this standard.

Based on the fact that 5% of my students currently score a proficient or

advanced on the MEAL (Main idea, Evidence, Analysis, Link) paragraph
assessment, as measured by our school rubric, my goal is that by January,
at least 40% of students will score a proficient or advanced. By April 2013,
80% of students will score proficient or advanced. Progress will be monitored
using regular MEAL paragraph assessments.

All 6th grade students will demonstrate increasingly complete, detailed

responses, using 6th grade content vocabulary to answer open response
questions when responding to grade-level text. Based on the fact that the
average score on Octobers baseline assessment was 40% on our schools
10-point rubric, student scores will increase to an average of 60% in January
and 80% in May. Progress will be measured throughout the year on weekly
in-class assessments.

Based on the fact that my current students score an average of 1.99 for ELA
Open Response questions according to last years ELA MCAS, my goal is that
by May, the class average for ELA Open Response will be 2.7 based on a
classroom assessment using the MCAS Rubric. Progress will be measured
throughout the year on open response questions included in classroom
assessments.

Based on the fact that the average score of my lowest performing subgroup
in the math standard Number and Operations in Base 10 (NBT51-7) was
55% on the Predictive Assessment, my goal is that by January, the average
score in this subgroup will increase to 70% and by May, it will increase to
85% on similar assessments. This standard represents 25% of the questions
on the test. I will measure progress toward this goal though in-class
assessments throughout the year.

Based on the fact that 50% of my students currently scored below 50% on
the district-wide math predictive at the beginning of the year, my goal is
that by May, 100% of the students will score above60% on a similar
assessment. I will measure progress toward this goal by tracking and
analyzing student mastery of key concepts throughout the year.

Based on the fact that 42% of my students currently rely on finger-counting

or use of manipulatives to solve basic number facts, my goal is that by May,
2013, 100% of my students will be able to solve addition facts up to 10 (by
memory), without using manipulatives, tally marks or their fingers. I will
measure progress through ongoing assessments throughout the year.

Based on the fact that 4.5% students got question #28 correct (MA.7.RP.2a)
on the beginning of the year predictive assessment, my goal is that by May
when the students retake the predictive, 80% of the students will
demonstrate that they are proficient in deciding whether two quantities are
in a proportional relationship by testing for equivalent relationships
(MA.RP.2a). This skill is essential to the enduring understandings of many of
this years units of study. To monitor student progress, I will maintain a
folder for each student. These folders will contain the students' products
and a rubric which will be reviewed on a regular basis with the students,
parents, and co-teacher.

Professional Practice Goal

In order to consistently encourage students to use evidence when responding to oral and
written questioning related to texts, I will develop a bank of graphic organizers and
corresponding sentence frames that ensure that students are always answering "why
questions" about what they know about a text. These graphic organizers and sentence
frames will be linked to the key reading comprehension strategies of making connections,
asking questions, visualizing, inferring, determining importance, and synthesizing. I will add a
new portion to my conferring template to indicate students' use of evidence when
responding to questioning. I will aggregate this data on a monthly basis to determine how
many students are using evidence in formal and informal discussions of text questioning
within, beyond, and about the text. I will know that I have achieved my goal when 100% of
students respond with evidence at least 80% of the time to questions about a text at their
instructional level. (II-D-3. Access to Knowledge)

In order to support students in developing their reading comprehension and writing skills, I
will provide guided and independent practice on at least 3 reading response entries per
week. At least one of the prompts each week will involve comparing and contrasting sametopic texts.I will provide students with written feedback on each response based on our
school rubric criteria, shifting the focus to different components of the rubric over time. I will
monitor my progress toward this goal by maintaining a record of the reading response
prompts and the specific criteria used to provide feedback on each prompt. (IC3.
SharingConclusionsWithStudents)

In order to meet this goal, I will follow the Readers Workshop model to develop wellstructured lessons (I-A-4). Each literacy lessons will include posted objectives, a mini-lesson
with the whole class, independent reading time in which students respond to what they are
reading in a journal, and sharing time during which students share their thoughts and receive
feedback from peers. I will conference with individuals and small groups of students during
independent reading time, focusing on students who need the most support. I will monitor
progress on this goal using a log of lesson plans as well as a log of notes from student
conferences. (I-A-4. Well-Structured Lessons)

In order to support improvement in Nonsense Word Fluency (NWF) for the red(intensive)
group, I will conduct small group or one-to one lessons usingdifferentiated instruction two
timesperweek for 30-minute sessions. I will measure my progress by tracking my work with
each student in the red group as well as their progress over the course of the year. (II-A-3.
Meeting Diverse Needs)
In order to support students development of literacy skills, I will use student reading
assessment data to more effectively inform my instruction. To accomplish this I will collect
baseline and quarterly data from students in each of the 3 identified areas of
assessment(decoding, comprehension, and recall)on the Woodcock Johnson III and use this
data to identify specific strategies for each area that specifically address this skill in my
instruction. I will monitor progress toward this goal by documenting my analysis of student
data, as well as each new instructional strategy and samples of student work that result from
the implementation of the strategy. (I-B-2. Adjustments to Practice)

In order to ensure all my students to meet the literacy benchmark, I will work with my
colleagues on the 1st grade team to strengthen my literacy centers through the use of
fluency, accuracy and initial comprehension strategies. I will monitor my progress towards
this goal by analyzing the work that students complete at centers. (I-A-1. Subject Matter
Knowledge)

In orderto ensure that my literacy instruction is accessible to all learners, but still aligned to
the Common Core, I will differentiate my literacy instruction during whole group, small group,
and independent learning time. During whole group instruction, I will use a multi-sensory
approach, as well as questioning strategies that engage all students. I will group students
based on recent assessment data, and during both groups and independent work, I will
differentiate tasks in order to allow students to work on skills appropriate for their current
level while challenging them to progress academically. I will collaborate with teachers both in
my grade-level as well as in the grades about and below to develop learning experiences
appropriate for students currently performing below-level, on-level, and above-level. I will
measure my progress by documenting the strategies I use in whole group instruction, the
differentiated tasks and assignments I create, and individual student progress over time. (IIA-3. Meeting Diverse Needs)

In order to improve students' ability to make inferences about texts, I will incorporate textbased inferential questions in guided groups at least once a week. I will conference regularly
with students, focusing on those who struggle the most. I will measure my progress towards
this goal by maintaining a record of inferential questions, the groupings, conference notes,
and my analysis of student responses. (IIA1. QualityofEffortand Work)
In order to meet the diverse needs of the students in my lowest performing math subgroup, I
will incorporate standards-based small group teaching into my lessons on a weekly basis,
focusing on the foundational math skills that recent assessment data reveals the students
need to develop. I will measure my progress towards these goals by maintaining a binder of
these lessons and corresponding student work samples. (II-A-3. Meeting Diverse Needs)

In order to develop and deliver well-structured math lessons with increased academic rigor to
support my student learning goal, I will work with teachers within a state-wide math study
through TERC to analyze collected student work from lessons related to "algebraic proof"
lessons. I will measure my progress towards this goal by maintaining a record of student
progress on "algebraic proof" lessons, analysis of student performance data from math
benchmark assessments, and monthly meeting notes.(IV-C-1. Professional Collaboration)

To support our goals for student learning, our team will plan and implement academically
productive talk where students are sharing, expanding and clarifying their thinking using
evidence from text. We will observe students and evaluate their responses using established
criteria. We will also record session of accountable talk to further analyze as a team. We will
track student performance over time and compare it to student assessment data. We will
monitor our progress in implementing accountable talk through records of our analysis of
student performance and notes from our meetings. (II-A-2. Student Engagement)

Content Area
ELA

ELA

ELA

ELA

ELA

ELA

ELA

ELA

ELA

Math

Math

Math

Math

Math

Science

History

Student Learning Goal

Based on the fact that approximately 30% of my students currently
score a Needs Improvement or below on the Claim, Evidence,
Argument (CEA) writing assessments, my goal is to improve student's
written performance on grade level CEA format writing assessments as
measured by the English Department rubric. By January, 70% of my
students will score proficient on a CEA style writing assessment. By
May, 85% of my students will score proficient, and no students will
score below Needs Improvement on another CEA style writing
assessment, as measured by the Department rubric.

Based on the fact that 100% of our students currently score 1 or below
on the MCAS Open Response assessments, our goal is by January, all
students will score at least 1 point higher on the same type of MCASlikeassessment, and by May, all students will score at least 2 points
higher.We will measure progress through regular Open Response
practice and assessments.

Based on the fact that my students currently score an average of 2 out

of 8 points on a teacher designed rubric that measures evidence-based
argumentation (EBA) on an Open Response assessment, my goal is
that by January, they will score an average of 5 out of 8, and by May,
my students will score an average of 7 out of 8 points on the same
rubric.
Based on the fact that the current 11th grade students scored an
average of 26.4 on the Critical Reading Section of the PSAT in October
of 2011, my goal is that by the end of the Academic Year 2012-2013,
the same cohort of students will score an average of 31.4 or higher on
the Critical Reading section on the SAT. Based on the fact that the
current 12th grade students scored an average of 30.4 on the Critical
Reading Section of the PSAT in October of 2011, my goal is that by the
end of the Academic Year 2012-2013, the same cohort of students will
score an average of 34.4 or higher on the Critical Reading section on
the SAT. I will administer a short versions of the SAT Critical Reading
section in January and in May to measure student progress.

Based on the fact that students currently score the lowest on the
writing portion of standardized assessments, our goal is that by April of
2013, 80% of all students will receive an advanced score based on the
appropriate standardized test-scoring rubric. 9th & 10th grade students
will be assessed every other month (October, December, February,
April) using MCAS writing prompts and will receive a 5 or 6 based on
the 6 point MCAS scoring rubric. 11th & 12th grade students will be
assessed every other month (October, December, February, April)
using AP writing prompts and will receive a 6 or higher on the 9-point
AP scoring rubric.

Based on the fact that students in grades 11 and 12 scored an average

of 46% on the Evidence Based Argument assessment for Common Core
Writing Objective 4 (produce clear and coherent writing in which
development, organization and style are appropriate to the task,
purpose, and audience), our goal is that the class average will increase
to 60% by January and to 75% by May.

Based on the fact that roughly 54% of students currently scored a level
2 or above on the AVID Weekly Article Assessment, my goal is that by
May, 85% will score a level 2 or above on the same assessment. I will
track progress through each weeks assessments.

Based on the fact that student scores on the pre-assessment ranged

from 20% - 40%, my goal is that all students will score at least 70% on
a similar assessment in January that covers topics studied during the
first semester and at least 75% on a cumulative assessment in May.
Progress for this goal will be measured on week-in-review and Unit
assessments.

Based on the fact that last years 10th grade students averaged a
score of 1.95 on the MCAS open response, my goals is that by January,
current 10th grade students will average a score of 2.3 (matching the
state average from the most recent MCAS), and by May, they will
average a score of 2.7 using the MCAS rubric and grade norming
procedures.

Based on the fact the average score for my Geometry class was
34.98% on the ATI-Galileo predictive exam, my goal so that 80% of my
Geometry class will proficient and 20% will score needs improvement
on a practice MCAS test given in April. I will measure progress
throughout the year through a variety of informal and formal
assessments including daily exit tickets, weekly quizzes, and tests.

Based on the fact that students are struggling to express their ideas
using proper content vocabulary, as evidenced on the baseline written
assessment in which 45% of my students were able to communicate
their understanding of the content both numerically and in writing, my
goal is that by June, 80% of students will be able to convey and explain
their mathematical ideas and reasoning clearly through verbal and/or
written communication using content specific vocabulary. Progress will
be measured through regular assessments that ask students to
demonstrate understanding both through solving problems and
expressing their reasoning in writing.

Based on the fact that 39.9% of the science team's students currently
score a 4+ out of 10 on the Claim, Evidence Reasoning (CER) baseline
assessment, our goal is that by January 70% of our students will score
a 4+ on a similar assessment and by April 100% will score 4+ on a
similar assessment. Progress will be measured through weekly CER
practice problems and other in-class assessments.

Based on the fact that less than 30% of my students currently score
Proficient or above on the History Common Writing Assessment (CWA),
my goal is that by January, at least 50% will score Proficient or above
on a similar assessment, and by May, at least 70% will do so on a
similar assessment. I will measure progress over the course of the year
through a variety of writing assignments.

Professional Practice Goal

In order to increase writing proficiency among all of my of students,I will
design individualized and scaffolded lesson plans and learning opportunities
focused on explicit instruction in the construction of a clear claim, collecting
relevant data, and documenting in-depth analysis of the content to support
students in reaching this goal. I will administer 10 writing assessments using
the CEA template over the course of the academic school year. During the
weekly content team meeting, I will work with the English Team to use our
common rubric to looking at student work to measure progress in writing
CEA paragraphs, and design the interventions need to address areas of
weakness. (II-A-3. Meeting Diverse Needs)

In order to improve student performance on Open Response questions, I will

work with each student co-construct goals for their performance on Open
Response assessments. I will use our team rubric to assess students'
progress in use of EBA strategies and idea development when responding to
Open Response questions. I will use the rubric to conference with students,
engage them in self-assessment and provide students with descriptive
feedback to determine progress and to develop new learning goals. I will
monitor my progress towards these goals by maintaining records of Open
Response assessment data, related lesson plans and activities, and notes
from conferences with students. (II-B-3. Student Motivation)

In order to improve participation for all of my students, I will devise a system

of assessment and student self-assessment for students. I will create
participation self-monitoring and feedback reports as a means of addressing
this, which will be used by students every class. I will meet with students on
a regular basis to review assessment data and participation grades on SIS
with them, and to set and adjust goals for learning and participation. I will
meet weekly with those in the bottom third of my classes, and at least
monthly with the rest of the students. I will measure my progress toward this
goal by tracking and analyzing the data of both the participation grades and
the progress sheets. (II-A-2. Student Engagement)

In order to improve student performance on nonfiction open response

questions, I will explicitly teach students the features of nonfiction text, how
to elicit information from nonfiction text and how to respond to open
response questions using the format answer, evidence, explain.I will
measure progress toward this goal by giving a cold prompt at the beginning
of each unit and assessing it for effective use of the answer, evidence,
explain format. (I-A-1. Subject Matter Knowledge)

In order to increase student motivation and ownership in learning, I will use

a mathematics feedback system based upon Common Core standards and
unit benchmarks. This system will include 1) creating a cover sheet for
student workbook pages that informs the students of the unit
goals/benchmarks, 2) using this cover sheet to give written feedback based
upon the students' progress towards those goals, 3) giving written "next
steps" to students that communicate to them what their next goals are, 4)
creating a schedule of assigning each student to a specific days of the week
during which I will focus on that student during class. I will monitor my
progress towards this goal by maintaining a record of the written feedback I
provide as well as notes from my check-ins with students. (II-B-3. Student
Motivation)

In order to increase Math Open Response questions and results, I will create
lesson plans that expose students to informational texts in math, as well as
require students to write using tier 2 and 3 vocabulary (based on Costas
Level of Questioning). I will work with my PLC to look at student work to
analyze their understanding and adjust my lessons accordingly. I will monitor
my progress toward this goal by establishing a portfolio of specific lesson
plans (at least two per week) and student writing assignments that involve
tier 2 and 3 questioning. (I-A-4. Well-Structured Lessons)

In order to reduce the number of students receiving the lowest scores on the
AP Free Response Question Rubric, I will design lessons that clarify and
educate students on the standards of the rubric, and use their performance
on writing assessments to provide individualized and targeted feedback in
order to improve their writing. I will measure my progress towards this goal
by documenting lesson plans about writing strategies, and the individual
supports I create for students in need of extra help. (I-A-3. Sharing
Conclusions With Students)

In order to improve student understanding of the use of argumentation in

science, I will embed the language and practices of argumentation within
each major unit of science instruction in my Physics 1 classes during the
academic year. I will measure my progress toward this goals with evidence
from lesson plans and written assignments, including: objectives and
instructional activities that support argumentation in science, lessons
involving the CER framework, written physics assignments scored using the
science teacher team rubric, and evidence of scaffolding the language of
claim, evidence, and reasoning into each unit to build student proficiency
throughout the school year. In concert with this goal, I will continue to
improve my ability to teach student skills to break down science questions
using the read-underline-circle-draw (RUCD) model created by our science
teacher team. (I-A-3. Rigorous Standards-Based Unit Design)

In order to support students ability to synthesize the causes and

consequences of major historical phenomena in the world, I will design
integrated units of instruction with measurable, accessible outcomes and
challenging tasks requiring students to develop and substantiate claims and
warrants. Students will regularly be asked to create and substantiate claims
based on primary sources, and will be assessed on their abilities to
synthesize and evaluate primary sources using the DBQ analysis rubric. I will
monitor my progress by documenting lessons, assignments, and samples of
student work related to these tasks. (I-A-3. Rigorous Standards-Based Unit
Design)

Focus
Academic
vocabulary

Student Learning Goal

Based on the ELD levels in my classroom I have chosen to select a target
group of 6 students with ELD levels 3 and 4. My goal is that by May,
these students will achieve an increase by two ELD levels, or reach level
5. I will measure these students' progress by assessing their MELLO
scores, TRC reading scores, vocabulary journals, writing prompt journals,
writing prompts, grammar journals, oral and written storytelling,
observational notes and video manuscripts covering the content areas.

Professional Practice Goal

In order to support the English language development of my target
group of students, I will focus on developing their academic vocabulary.
Research has indicated that second language learners need support
with academic language in order to master increasingly complex text.
My goal is to introduce and embed academic vocabulary across the
content areas. I will monitor my progress towards this goal by
documenting the vocabulary introduced in each content area during
each unit, as well as samples of vocabulary learning experiences and
assessments. (II-D-3. Access to Knowledge)

Focus
Functional
vocabulary

Literacy

Social/emotional
health

Literacy

IEP referrals

Augmentative and
Alternative
Communication

Student Learning Goal

Based on my students need to increase their comprehension of the
functional vocabulary required for independent living, beginning on
October 1st and every week thereafter, students will each learn at
least two new functional vocabulary words weekly. Comprehension of
vocabulary will be inclusive of decoding and understanding text as
well as recognizing and responding to internally recognized symbols
depending on the students IEP. Progress will be measured through
baseline assessments referenced to national transition standards, and
monthly classroom and community-based assessments. Student
progress will be assessed through demonstration of relative growth
from their initial functional vocabulary comprehension.

Based on the fact that 55% of my students with IEPs are reading
significantly below grade level, these students will show at least one
years growth as measured by DRA or Benchmark Assessment
reading levels from September to May. I will measure progress
toward this goal through observations of independent and small
group work, and with progress monitoring data.

Based on the fact that 100% of the students who receive therapy
have social/emotional issues (as identified by their IEP), my goal is to
help students develop effective coping skills and to minimize feelings
of low self-esteem that impedes the learning process. I will measure
student progress using our team created task analysis rubric, with a
goal of each student improving by at least two levels by May.

80% of students receiving a full series of Leveled Literacy

Intervention (LLI) lessons will increase their reading abilities to meet
the expectations of End of Year grade level reading benchmarks. Of
the 20% that may not successfully discontinue after a full series of
lessons, their reading levels will be expected to increase a minimum
of 3-5 text levels. Progress will be monitored via notes from the
intervention lessons.

Professional Practice Goal

In order to increase my students comprehension of functional
vocabulary, I will increase my use of strategies for teaching functional
vocabulary. I will try at least five new strategies for teaching students
to recognize and respond to internally recognized symbols by January,
and an additional five new strategies by May. I will collaborate with the
literacy coach, the STRIVE coordinator, and the speech therapist to
reflect on the implementation and effectiveness of each strategy. I will
monitor my progress towards this goal throughthe compilation of a
portfolio documenting each strategy. (I-A-4. Subject Matter Knowledge)

In order to track progress on my student learning goal of increasing

reading levels and adjust my practice accordingly, I will work with my
grade level team to analyze student data and plan instruction based on
that data during our common planningtime each week. I will measure
my progress toward this goal by maintaining a record of our meeting
notes and lesson plans and strategies. (I-A-2. Adjustments to Practice)

Based on the high number of IEP referrals last year, I will reduce this
years referrals by 25%. In order to reduce the IEP referrals, I will
collaborate with staff and parents on research based academic and
social emotional interventions prior to the referral of an IEP for students
in K2 through grade 5. (IV-C-1. Professional Collaboration)

In order for teacher collaboration to be more meaningful, we will utilize

common planning time to investigate best practices by analyzing and
discussing available Augmentative and Alternative Communication
(AAC) methods, strategies and programs. We will measure our
progress towards these goals by maintaining a record of our meeting
notes, information on AAC and observation notes from pertinent site
visits. (IV-C-1. Professional Collaboration)

Content Area /Focus

Student Learning Goal

Music

Based on the fact that five out of my six classes are

for beginning students, my goal is that each student
will be able to read and play beginning level music,
including quarter notes, half notes, whole notes,
dotted notes and the equivalent rests on the grand
staff, by May. I will measure the progress of my
students with weekly individual assessment as well
as written assignments and tests. This will enable
each student to participate in two performances,
one half way through the year and one at the end of
the school year.

Language

Based on the fact that 100% of my students

currently score Level 2 on the practice IB French
examination, my goal is that by the spring, at least
75% will score a Level 3 or greater, and at least
25% will score a Level 4 or greater on a similar
assessment. I will measure progress throughout the
year on a combination of informal and formal
assessments.

Tech

Based on the fact that 12% of students currently

score 700+ on the Microsoft Word Specialist
Certification, my goal is that by May, 75% will score
700+ on the same assessment. I will measure my
progress towards this goal using the Certiport SelfAssessment tool that maps the students' progress
on each of the Word components that they need to
master to achieve certification.

PE

PE

Based on the fact that less than 25% of my

students are in the healthy fitness zones in more
than 1 of the 4 FITNESSGRAM assessments, my goal
is that by May 15th, 90% of my 4th through 8th
grade students will improve their score to move or
stay within healthy fitness zones as described by
FITNESSGRAM on 3 out of the 4 assessments. I will
track each students progress throughout the year
on each of the tasks measured by these
assessments.

Professional Practice Goal

In order to support my students in learning to read and
play music, I will increase my communication with
parents and families. I will at least an hour each week
for contacting at least 5 parents. In addition, I will
invite all parents and families to attend classes,
rehearsals, and events. I will measure my progress by
keeping a log that includes the parent's name, date,
time, subject of communication, and any impact of the
contact on student performance. (III-A-1. Parent/Family
Engagement)

In order to support students in developing their French

language skills, I will focus on improving my students'
oral language fluency. This focus will include creating
an "audio station" in the language classroom and
allowing students autonomy to complete six scaffolded
audio assignments per week in groups of six at a time.
In addition, I will conduct monthly mock IB style oral
exams in IB Level French. Students will be asked to
practice on interactive language learning sites at
home, and to record 3 oral performances per term
digitally using a smartphone or video camera. I will
teach students how to use the IB oral rubric to grade
their own work and the work of their peers. I will
monitor my progress toward this goal by compiling
examples of student assignments and student work.
(II-A-2. Student Engagement)

In order to help students develop proficiency with the

use of Microsoft Word, I will consistently engage
students in learning experiences that will enable them
to acquire the skills necessary for them to become
Microsoft Word Specialist Certificated. As students
master skills in Microsoft Word, parents/guardians will
be notified by email. As students use the Certiport SelfAssessment tool to measure their progress at regular
intervals, I will use their results to adjust my instruction
accordingly. (I-B-2. Adjustments to Practice)

In order to support students in increasing their fitness

levels, I will work with them to use the Project Read
Sentence Structure to write personal fitness goals. I
will then support them checking in on their goals once
a month to evaluate and reflect on their progress, and
to adjust their goals as necessary. I will monitor my
progress toward this goal by documenting student
goals, progress, and reflections. (II-B-3. Student
Motivation)

In order to support the school wide goal of teaching

students to use evidence to support their oral and
written responses through the Answer Evidence
Explanation (AEE) strategy, I will use the "5 Fingers of
Evidence" tactic when questioning students about
various PE topics each week. In the student progress
checklists, I will include a column for AEE use for each
child and check off when students use AEE correctly in
discussions about various PE topics. I will measure
progress toward this goal by tracking the opportunities
I provide students to use AEE, as well as effective
student use of the strategy. The student response data
I collect will drive my participation in our school data
cycles.(I-B-1. Variety of Assessment Methods)

Role
Nurse

Nurse

Nurse

Guidance Counselor

Guidance Counselor

Guidance Counselor

Guidance Counselor

Guidance Counselor

Librarian

Student Learning Goal

Based on the fact that the average attendance for grade 9 in
September 2012 was 80%, our Student Support Teams goal is to
increase their monthly average daily attendance by five percentage
points by May 2013. We will measure progress toward this goal by
analyzing attendance data on a weekly basis and students' academic
achievement on a quarterly basis.

Based on the fact that there were over 300 visits to the nurses office in
September, my goal is to increase the amount of instructional time
students receive by decreasing the number of visits to a monthly
average of 150 by the end of April. I will use my records to track
progress biweekly.

One hundred percent of my students struggle with positive peer

relationships as evidenced by the data documented in the planning
time sheets and daily classroom point sheets. My goal is to increase
prosocial behaviors in 50% of my students by 20% as evidenced by a
reduction in planning times for negative peer interactions (i.e., verbal
threats, put downs, disrespect, etc.).

We will seek to increase students time in school and on task as

reflected in attendance, disciplinary and behavioral data (SIS, SWIS).
Student support services will work to assess the social/emotional,
behavioral and mental health needs of our students and will provide
appropriate services (counseling, outreach, social emotional skill
building etc.

Based on the fact that 41% of the current grade nine students is at
high-risk for not graduating on time, according to the Leading and
Lagging Indicators Off-Track Student List,my goal is that by June 2013,
50% of those high-risk students will be promoted to grade 10.

During the 2011-2012 school year,100% of my students with a 2.5 GPA

or higher submitted at least one college application by the January
deadline. This year (2012-2013), my goal is for 100% of my students
with a 2.5 GPA or higher to submit at least one college application by
the January deadline.During the 2011-2012 school year, 75% of my
students submitted an application to a postsecondary program (either
college or another type). This year (2012-2013) my goal is for 100% of
my students to submit at least one application to a postsecondary
program by May 1st.

In an effort to increase awareness and expand our students

knowledge of academic requirements and post-secondary choices, the
guidance department will focus on the following goal:
Students will reach an average of 70% mastery on assessments of
the following topics:
1- G.P.A.
2 Graduation requirements
3 Massachusetts State College Minimum Admission Requirements
4Financial Aid Workshop
5 Careers (How much education is needed and how much salary can
be earned?)
Workshops will be completed by April 30th, 2013

Based on the fact that students have not yet been taught how to
navigate our new Boston Public Library catalog (Polaris, at
http://bpl.bibliocommons.com), all ninth grade students will increase
their ability to independently use this catalog to (1) locate materials, (2)
access their accounts, and (3) place holds on items. Student progress
will be measured by a formative and summative assessment. By
November, 80% of 9th graders will demonstrate independent use of
Polaris. By May, each 9th grader will have used Polaris to request at
least 4 books for academic use.

Professional Practice Goal

In order to increase the average daily attendance of grade 9 students,
the Student Support Team will seek out and implement evidence-based
counseling theories and techniques todeliver short-term counseling
interventions to resolve immediate conflicts/problems, intervene in
school-specific situations that disrupt learning, respond to crisis events,
and pursue interventions with students who are chronically absent or
struggling academically. We will monitor progress toward this goal by
documenting the intervention strategies employed and their
effectiveness. (IV-A-1. Reflective Practice)

In order to create an effective resource bank for parents and/or

guardians, I will continue to reach out to immediate and neighboring
communities to service the varying needs of our students (recreational,
medical and mental health). I will measure my progress towards this goal
by tracking the number of students that I am able to refer for outside
services, and by documenting the number professional contacts I
develop and collaborate with during the course of this school year. (III-B2. Student Support)

In order to increase my ability to teach interpersonal skills to students, I

will collaborate and consult with colleagues, get feedback frommy
supervisorand attend professional development. I will measure my
progress towards these goals by logging consultations, by reviewing my
supervisor's feedback, and by analyzing planning slip data which reflect
peer interactions. (I-D-2. School Counseling Curriculum)

We will establish and co-facilitate weekly meetings with EI strand staff

and will seek to spend time in each EI classroom at least 1 time per week
to establish positive relationships with students, consult with team
members and implement and model behavioral practices. (I-D-3.
Coherent Delivery)

In order to ensure that 50% of the high-risk ninth graders be promoted to

grade 10 in June 2013,I will use school data (attendance, warning
notices, report cards, and test scores) in collaboration with the students'
teachers and Student Support Team, to schedule targeted interventions
with students.I will measure our progress towards these goals by
evaluation of term grade reports and year-end final grades. (II-E-2.
Transitions)

I will work in collaboration with College Bound Dorchester team, Bunker

Hill community College dual enrollment, Uaspire financial aid advisors,
TalentSearch advisors and teachersto schedule more face-time with
students whose grade point average fall in the 2.5 range and lower. Since
students with 2.5 grade point average and lower tend to apply,
submitand get admitted to colleges late (or not apply at all), in order to
increase the college application submission to 100% byMay1st, I will
increase the face-time orconferences from thirteen group college
advisory meetings by adding ten additional group college advisory
meetings. (II-E-4. College Planning)

For my personal goal, I will attempt to reach 65% of my students and

inform them of the wide range of post-secondary options available to
them. I will do this by providing college visits and inviting college
representatives to our school, as well as through classroom visits. I will
keep a log of all college visits/presentations, and provide an opportunity
to attendthe National College Fair. (II-E-3. Post-Secondary Planning)

Based on the belief that strong collaboration between library teachers

and staff improves learning outcomes for students and the fact that there
is no prior formal documentation on library teacher collaborations with
staff, our goal is to complete and document between 5-10 collaborative
meetings per month to reach between 50-100 total meetings during the
school year. We will document these collaborative meetings using the
Library Collaborative Practice Data Template that we created and
review our data at the end of every month.(IV-C-1. Professional
Collaboration)

Focus

Student Learning Goal

Literacy

By May, students in grades 3-5 who are currently

reading on grade level will show one year growth as
measured by the Fountas &Pinnell (F&P) Benchmark
Assessment system. Students who are no more than
one grade below level in reading will show more than
one year's growth as measured by the F&P Benchmark
Assessment system. Students who are two or more
grades below level will show at least 1.5 year's growth
as measured by the F&P Benchmark Assessment
system.

Observations &
feedback

Based upon our belief that investing in adult learning

will improve the learning of all students based upon
local, state and national benchmarks, our
administrative team will focus our efforts on the support
of teachers toward the achievement of their student
learning goals. One hundred percent of staff will
receive constructive feedback at least twice a month
via the EDFS system from September through May.

Math SGP

Given that the median Student Growth Percentile

among students on the Math MCAS last year was 27%,
my goal is to build the capacity of the school leadership
team to support a 6% increase in the median Student
Growth Percentile among test-takers on the Math MCAS
this year, while increasing the percentage of students
scoring Proficient on the Math MCAS by 7%. I will
measure progress through student performance on
interim assessments throughout the year and
eventually with the actual MCAS scores.

ELA & Math Anet

My goal is that by May 1st, 70% of the students in

grades 3- 8 will demonstrate a growth of 20% from the
first ANet assessment through the sixth assessment in
both ELA and Math. I will monitor the progress after
each assessment through data analysis of the results
and conferences with teachers.

Elementary Literacy Based on the fact that 55% of the scholars moved 3
reading levels on the TRC, MYA, and EYA last school
year, my goal is 70% of the students will move 3 or
more reading levels on the MYA and 3 or more reading
levels on the TRC by May of this school year. I will
review teachers progress monitoring to track student
development over the course of the year.

Communication with
families

Teacher leadership

Common planning
time

Observations &
feedback

Observations &
feedback

Student feedback

Data use

Instructional
leadership

Common core shifts,

ELA

Peer feedback

Use of questioning

Professional Practice Goal

I will attend grade 3-5 curriculum planning meetings on a
weekly basis, continually working with each team to develop
curriculum action plans and to analyze assessment data
(including ANet, BAS, exit tickets, monitoring assessments,
etc). I will work with teams to ensure that our school resources
(interventionists, support personnel, volunteers, etc) are
maximized so that students have multiple opportunities
throughout the week to work in small groups with instruction
designed to meet specific learning needs. (I-C-2. Adjustments
to Practice)

In order to support the achievement of our adult learning goal,

we will have at least one point of contact with each staff
member at least twice a month via department meetings,
common planning time check-ins, cluster meetings, short
classroom visits, full class observations, parent conferences, or
individual evaluator-teacher conferences. We will measure our
progress toward this goal by logging each point of contact in
the online system and by monitoring the progress of teachers
toward achieving their student achievement and professional
practice goals. (I-D-1. Educator Goals)

In order to promote family engagement, we will provide

families with monthly progress reports in English and Spanish
that include information about academics, attendance and
student behavior. Each progress report will be sent with a
grade level and arts team newsletter the first Wednesday of
each month. Parents will be invited to respond to the reports
and newsletters with comments and questions. We will monitor
progress by documenting each of the communications sent
home and tracking response rates. (III-A-1. Family
Engagement)

In order to create a culture of teacher leadership at the school,

I will supporting shared decision making and teacher
leadership opportunities by creating at least 3 new structured
formal opportunities (school site council, instructional
leadership team and new teacher developers) for teachers to
exercise decision making and leadership by the end of the first
term. I will monitor my progress by documenting the teacher
leadership opportunities and feedback from the teachers who
participate, as well as feedback from the staff as a whole. (II-B2. Induction, Professional Development, and Career Growth
Strategies)

In order to support the consistency of instruction and lesson

planning within grade levels, I will ensure that all teachers
have adequate Common Planning Time (CPT) and training in
using protocols to structure meetings and collaborative work
time. I will measure my progress towards this goal by collecting
and evaluating CPT agendas and notes, as well as by attending
CPT on a regular basis. (II-C-2. Time for Collaboration)

In order to support teachers in attaining their professional

practice and student learning goals, I will make at least three
unannounced visits to classrooms each day and provide
teachers with targeted constructive feedback both in brief
written notes and more detailed write-ups in EDFS. In my
feedback I will acknowledge effective practice and provide
redirection and support for developing practice. I will measure
my progress towards these goals monthly through check-ins
with the Coordinator of Curriculum to review documentation of
my classroom visits and in May through a review of teachers'
progress toward their evaluation goals. (I-D-1. Educator Goals)

I will provide staff with observation feedback on the quality of

lesson objectives and their alignment with the observable
work. This will happen in an average of 3 classes a day from
October to May. The visits will last 15-20 minutes and written
feedback will be provided within 48 hours of each visit,
including a follow-up meeting within 72 hours of the
observation. Additionally, 75% of the time feedback will be
directly aligned to the teachers approved professional practice
and student learning goals. This will support teachers
strengthening their ability to provide students with
instructional objectives that are challenging, developmentally
appropriate, and contain measureable outcomes. I will monitor
my progress by tracking my observations, meetings, and the
focus of the feedback provided. (1-D-2. Observations and
Feedback)

Based on the results of last years School Climate Survey in

which 68% of students reported that "My teacher(s) requests
student feedback/ input on how the lesson went," I will support
and model for teachers how to collect and use student
feedback effectively. In order to support teachers I will review
samples of each teachers system for collecting feedback from
students 2 times a year to hold teachers accountable, to
provide feedback on the effectiveness of their systems, and to
ensure that teachers are using student feedback to improve
instruction. As a result of my efforts, at least 85% of students
will report that "My teacher(s) requests student feedback/ input
on how the lesson went" on this years School Climate Survey. I
will monitor progress by documenting my check-ins with each
teacher. (I-B-1. Instructional Practices)

In order to better lead the Kindergarten and 1st grade teachers

in using multiple data points to inform their instruction, I will
allot time once a month for no less than 1 hour to meet with
grade level teams, and review multiple sources of data to help
inform instructional practices. I will measure my progress
towards these goals by collecting sign in sheets and SMART
goals for expected student/grade level outcomes based on the
data from each meeting. I-E-3. Improvement of Performance,
Effectiveness, and Learning

I will balance my time between instructional priorities and

management responsibilities; on a weekly basis, I will spend a
minimum of 50% of my time or at least 2.5 days focused on
instruction through classroom visits and observations,
instructional support meetings with individual staff, and
professional development activities with the staff as a whole. I
will monitor by progress through documented observations,
professional development notes, and a year-end staff survey. (ID-2. Observations and Feedback)

In order to strengthen the rigor of the ELA instructional core for

all students across the school through strategic alignment to
the 3-major ELA common core shifts, I will support teachers in
the development of well-structured, objective-driven, Common
Core aligned ELA lesson plans in whole group, small group and
independent ELA practice. In order to support teachers with
this shift in the planning for ELA instruction, I will use a multiprong approach which includes school-based professional
development, cooperative coaching and learning and strategic
use of grade level CPT to look at standards based assessments
(e.g. ATI) and implement appropriate changes including
explicitly planning out ELA lesson plans together every 6
weeks. I will measure my progress towards this goal by
gathering documentation of whole school PD agendas, CCL
discussions/agendas and grade level team action plans. I will
also monitor evidence of teacher planning in this through
classroom observations, which will be documented on the
evaluation site. (I-A-2. Lesson Development Support)

I will promote a collaborative culture by implementing

Professional Development Partners that observe one another at
least twice per year and provide one another with feedback on
development of critical thinking, inquiry, communication, risktaking and open mindedness. I will monitor progress by
collecting reflections from each round of peer observations. (IVD-1. Continuous Learning of Staff)

Based on the fact that only 27% of classrooms showed "solid

evidence" on indicator #6 (questioning) in last springs
walkthrough, my goal is that by our second walkthrough this
year, 75% will show "solid evidence" on the same indicator. I
will monitor progress on this goal by visiting and observing all
classrooms during the math period at least once per week and
using our school template to record evidence and provide
feedback. I will and give written or oral feedback using the
template. (I-B-1. Instructional Practices)

Grade Span
Elementary

Elementary

Elementary

Elementary

K-8

K-8

K-8

K-8

High school

High school

High school

High school

Any

Student Learning Goal

Due to the fact that only 21% of our students in grades 3-5 were
proficient on the ELA MCAS last year and our school ELA CPI was
59.6, with a student growth percentage of 19, our student
learning goals are to:
1. Increase the percentage of students scoring proficient on the
ELA MCAS from 21% to 31%;
2. Increase our school-wide CPI on the ELA MCAS from a 59.6 in
2012 to a 64.3 in 2013. This will keep us on target with our
2016-2017 state target;
3. Increase our average Student Growth Percentage (SGP) in ELA
from 19 in 2012 to 60 in 2013 and (4) Increase the percentage
of students identified as Tier I in the fall of 2012 in grades K22nd grade as measured by the DIBELS and TRC by 10% in the
spring of 2013.

Students will show the following increases on MCAS and similar

assessments based on performance on the most recent
assessment
Advanced: no gain/no drop
Proficient: increase of 2 points on MCAS or one 5% increase per
assessment beyond predicted growth (non-MCAS grades)
Needs Improvement: increase of 4 points on MCAS or 5%
increase per assessment beyond predicted growth (non-MCAS
grades)
Warning: increase of 6 points on MCAS or 5% increase per
assessment beyond predicted growth (non-MCAS grades)

Based on the DIBLES/TRC 2011-2012 data, 62% of our K-2nd

grade students reached benchmark last year. Our goal is to
have 80% of the students reaching benchmark in the
DIBLES/TRC by the end of this year.
.

Based on the fact that 21.0% of students in grades 3-5 scored

warning on the 2012 ELA MCAS, our goal is to decrease that
percentage to less than 10% on the 2013 ELA MCAS

ELA: Based on recent trends of low growth and performance in

ELA, our goal is that this year our ELA Median SGP will increase
by 10 points from 42.0 to 52.0.
MATH: Based on recent trends of low growth and low
performance in Math, our goal is that this year our Math Median
SGP will increase by 10 points from 41.5 to 51.5.

Based on the fact that our ELA MCAS scores declined from 2011
when 71% of all students were Proficient/Advanced to 2012
when 64% were proficient/advanced, our goals are:
-by December, at least 50% of the students scoring in Needs
Improvement will score at least 65% on the Achievement
Network Assessment ELA #2.
-by April, at least 75% of these students will score at least 65%
on the Achievement Network Assessment ELA #2.

In order to address the achievement gaps that exist between

general education students and students who have special
needs and/or who are English language learners students
scoring in the lowest 1/3 of each class on the first predictive will
make 5 points of progress by the second predictive and an
addition 5 by MCAS for a total of 10 points.

Based on the fact that 90% of Speech and Language

substantially separate special education students in grades 4-8
currently score below 60% on the Achievement Network ELA 0
assessment, our goal is that by December, 50% will score higher
than 60% on the ANet #2 ELA assessment.
Based on trends from multiple sources of data (MCAS, CWA, AP
Exam Scores) that show our students struggling with writing and
the shift to the Common Core that outlines rigorous writing
requirements, our goal is that by May, our students will
demonstrate increased written communication skills when
addressed with text based questions. We will measure progress
every semester, using grade level rubrics that are designed to
build toward college readiness.

Based on the fact that only 40% of students earned a 4 or above

in one or more IB class in 2012, our goal is for 60% of students
to earn a 4 or above in one or more IB class in2013. I will
measure progress through teacher predictives in January and
May, and reassess based on final released scores in July.

Based on the fact that students currently score the lowest on the
writing portion of standardized assessments, our goal is that by
April, 80% of all students will receive an advanced score based
on the appropriate test-scoring rubric on a Document Based
Question (DBQ) Writing Assessment or free response essay item.
Students will be assessed every other month (October,
December, February, April) using DBQ/free response essay
writing assessments and will be graded using the appropriate
rubric.

Based on trends from multiple sources of data (MCAS, CWA, AP

Exam Scores) that show our students struggling with writing and
the shift to the Common Core that outlines rigorous writing
requirements, our goal is that by May our students will
demonstrate increased written communication skills when
addressed with text based questions. We will measure progress
every semester, using grade level rubrics that are designed to
build toward college readiness.

By May, all students will apply our Habits of Citizen Scholars as

demonstrated by their weekly reflection sheets, student work
during advisory, and participation in a minimum of one
community service activity.

Professional Practice Goal

1. Increasing the Rigor of Core Instruction in ELA: Strengthening the
instructional core in ELA (Tier 1 in the RTI Framework) to provide
increased rigor and academic challenge through a strategic
alignment to the Common Core Standards and the three major
shifts.
(I-A-3. Rigorous Standards-Based Unit Design)
2. Differentiating Instruction: Differentiating Instruction to ensure
that ALL learners achieve at high levels through the strategic use of
Tier 2 and 3 academic supports AND inclusive practices.
(II-A-3. Meeting Diverse Needs)
3. Effective Use of Data (with Meaningful Staff Collaboration):
Strategically using data to identify, intervene with and monitor
students in need of Tier 2 and 3 supports AND monitor the
effectiveness of the instructional core frequently in order to make
necessary instructional changes to the core curriculum/teaching
practices for ALL learners.
(I-B-2. Adjustment to Practice)

1. Data Cycles: Faculty will participate in 6-8 week data cycles. For
each cycle, they will create Data Action Plans that include
assessments of the effectiveness of the previous cycle. Each
educator will receive feedback on their Data Action Plan from a
colleague or administrator within 3 days.
(I-B-2. Adjustment to Practice)
2. Culture and Climate: By implementing PRIDE, merits, and
demerits, the learning environment will improve for students. By
focusing on norms and collaboration among faculty, the learning
environment for adults will improve as well. We will monitor
progress in improving the student learning environment by tracking
classroom disruptions through faculty surveys, and by tracking the
number and type of merits issued. We will monitor progress in
improving the adult learning environment through feedback from 3
faculty surveys throughout the year.
(II-B-1. Safe Learning Environment)

In order to meet the student learning goal, we will differentiate

instruction for all ELL learners, both individually and in small groups.
We will measure our progress towards this goal by assessing
students every 8 weeks using the Fountas and Pinnell LLI. (II-A-3.
Meeting Diverse Needs)

In order to meet the student learning goal, we will assess students

using a wide range of formal/informal assessments: homework,
teacher made quizzes, end of unit assessments, observation,
reflections and/or conversations with students. These results will be
used to modify and develop small group, whole group and one-onone instruction to meet the needs of individual students. (I-B-2.
Adjustment to Practice)

1. We will use common planning time effectively to ensure

consistency of instruction and effective and appropriate lesson
plans within each grade.
(I-A-4. Well-Structured Lessons)
2. Teachers will review formative assessment data (including
DIBELS, TRC, ATI, End of Unit Assessments) within 5 days of
processing/availability of scores to create new lesson plans that
include reteach and review specific skills.
(I-B-2. Adjustment to Practice).

In order to guarantee that our students meet the student learning

goal, we will meet during common planning time to LASW
purposefully plan rigorous lessons that differentiate instruction. We
will monitor progress towards this goal by documenting the time
allocated each week to checking in about lessons, reflecting on
successes and areas for growth in lesson delivery, and sharing
ongoing assessment tools and data. (IV-C-1.Professional
Collaboration)

We will meet three times this year in after school professional

development and bi-monthly in Common Planning Time to plan and
practice strategies to improve Evidence Based Argument across
content areas to support effective open response and written
essays on all assessments, including standardized tests, specifically
to support Argument Essays as defined by the Common Core. (I-A-1.
Subject Matter Knowledge)

We will increase overall student academic preparation for and

achievement in the International Baccalaureate program by
collaboratively examining and implementing rigorous curriculum,
assessment and instructional practices that engage all students and
that are personalized to accommodate diverse learning styles,
needs, interests and levels of readiness, including those of students
with disabilities and English learners. (II-A-3. Meeting Diverse
Needs)