Vision

Building a community that inspires curiosity, creativity and achievement.

**Aspirational Goals
1. All students will read at or above grade level by 3rd grade and continue to read at or above grade level thereafter.
2. All students will meet grade-level and course-specific curriculum standards each year and complete an established educational and/or career
pathway by graduation.
3. All students will be provided quality instruction using appropriate technology.
4. All students will be healthy, informed, and productive citizens.
** Aspirational Goals are subject to change pending BOE approval.

Theory of Action

Great Teaching begins with...

T1. Ensuring students master established curriculum standards.
T2. Ensuring students master literacy and technology skills.
T3. Providing engaging instruction through the use of technology.
T4. Providing safe, orderly, and inviting learning environments.
T5. Establishing and maintain effective relationships with students, parents and colleagues.
T6. Effectively participating in a professional learning community focused on improving student achievement.

Great School Leadership begins with...

L1. Establishing and maintaining high expectations for student learning and achievement.
L2. Establishing and maintaining high expectations for teacher performance.
L3. Establishing and maintaining safe, orderly and inviting learning environments.
L4. Providing resources and professional development to empower teachers to perform at a highly effective level in the classroom and as
members of a Professional Learning Community.
L5. Establishing and maintaining a professional learning community that is focused on improving student achievement.
L6. Providing engaging instruction through the use of technology.

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Bester Elementary School Improvement Plan
2016 - 2017

Kristi Bachtell: Principal

School Improvement Team Members

Tara Burger and Suzie Winders: Assistant Principals
Lance Astorino and Beth Brandenburg: Lead Teachers
Kevin Sandell: SIT Chairperson
Lindsey Hartman, Grade PK
Nicholas Dawson, Grade K
Adrienne Yoder, Grade 1
Kaitlin Bentrup, Grade 2
Diana Butler, Grade 3
Jennifer Buhrman, Grade 4
Ryan Rau, Grade 5
Jessica Robertson, Special Education Case Manager
Sherri Hubstenberger, Intervention
JoEllen Snowden, Instructional Assistant
BJ Lushbaugh, Parent Involvement Coordinator
Laura Keller, Parent

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Aspirational Goal 1: All students will read at or above grade level by 3rd grade and continue to
read at or above grade level thereafter.
___________________________________________________________________________________________________________

Measurable Objectives for Goal 1

1. Target Level: By May 2017, 70% of students will either meet the National Norm for their grade level or meet their
personal goal on the MAP assessment.
Current Level: According to the 2015-2016 spring MAP data, 60% of students in grades 1-5 met either their personal
goal or National Norm grade level required score for the Spring 2016 assessment. 35% of students in grades 1-5 met
their required National Norm grade level expectation, while 43% of students in grades 1-5 met their personal goal for
the Spring 2016 assessment.

2. Target Level: By May 2017, 70% of students in grades Pre K - 1st grade will be proficient or meet grade level
expectations on end year CAPs and/or F&P reading assessment using the WCPS Literacy Data Grid. By May 2017, 70%
of students in grades 2nd-5th grade will be proficient or meet grade level expectations using the Comprehensive Base
Measure Assessment.
Current Level: According to the 2016-2017 baseline CAPs assessment, 43% (33/76) of students in Kindergarten are
proficient or have met the required stanine score of a 4 or more. Pre-K students scores will count starting in the
spring. According to the 2016-2017 baseline F&P assessment, 2% (2/76) of students in Kindergarten and 75% (72/96) of
students in 1st grade are proficient or have met the required grade level expectations.
According to the 2016-2017 baseline assessment, 13% (48/365) of students in grades 2nd-5th grade are proficient or
have meet grade level expectations using the Comprehensive Base Measure Assessment (2nd-0/100; 3rd-19/104-18%;
4th-14/86-16%; 5th 15/75-20%).

3. Target Level: By May 2017, 70% of students will perform at or above grade level or improve by more than an expected
years growth as measured by Spring 2016 F&P and/or MAP assessment data (Lexile).

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 Current Level: Spring 2016 administration of Fountas and Pinnell (F&P) running records showed that 54% of students in
grades one through three were reading on or above grade level according to BOE expectations (1st: 45/102 - 44%, 2nd:
52/89 - 58%, 3rd: 53/89 - 60%).

Strategy 1: The 2016 -2017 Master Schedule has been designed to create a common time for students in grades Kindergarten through grade three to be flexibly
regrouped across and within grade levels for FUNdations through Intervention grouping. In addition, Kindergarten and 1st grade will have additional intervention
time daily with support staff with a coherent and focused approach of diagnostic teaching for getting students on grade level in reading prior to second grade.

Person(s) Responsible Timeline Assessment New (N) or

Who are the persons responsible? What is the timeline? When and how will the objective be measured? Continuing
(C)

Teachers will enter End of Unit FUNdations Assessments data

September 2016 -
which will be analyzed. The data will be used to flexibly re-group C
May 2017
Classroom Teachers students based on their needs within and across grade levels.
Encore Teachers
Intervention Teachers Review student artifacts from FUNdations and classroom work to
Monthly C
Special Education Teachers make adjustments to flexible groupings.
Lead Teachers
Administration CAPS Assessment (only kids who have not made the end of year
SSTA (Student Support) expectation will be re-assessed quarterly).
Quarterly N
Sight Word assessments
Letter sound/recognition

Title I Component 1: Teachers will plan activities based on academic assessments (FUNdations) for daily differentiated instruction to ensure students who
experience difficulty mastering proficient or advanced levels of academic achievement standards to meet grade level and course specific requirements.
Title I Component 7: Teachers will use data from academic assessments in order to make daily instructional decisions based on student needs.
Title I Component 8: Encore/support staff will provide additional intervention blocks to ensure students having difficulty are moving toward grade level
expectations. Advance learners will be pulled by GATE based on WCPS beginning of the year gifted and talented testing.

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Strategy 2: Diagnostic teaching will occur based on collected data to improve fluency, comprehension, and students reading on grade level in grades PK-5. Direct
fluency instruction will be embedded into flexible guided reading groups in order to have students reading on or above grade level.

Person(s) Responsible Timeline Assessment New (N) or

Who are the persons responsible? What is the timeline? When and how will the objective be measured? Continuing (C)

In order to analyze data to make instructional decisions the following

assessments will be administered and data recorded by classroom
Classroom Teachers teachers:
Lead Teachers CAPS (PK-K)
SSTA Word Wall Words (K-2)
Sept 2016 - May 2017 N/C
Administration F&P assessments (K-5)
Intervention Easy CBM (Gr 2-5)
Special Education MAP (1-5)
Fluency (Tim Rasinski, 3 MInute Reading Assessment) (Formula
Page)

During independent reading, teachers will conference weekly with

students and observe them as readers while taking anecdotal notes to
plan for reading instruction. The information from anecdotal notes will
be used to:
hold individual conferences will focus on goal setting and
getting Just right books in book baskets (books students can C
Classroom Teachers Sept 2016 - May 2017
read fluently, independent books, and a dessert books)
differentiate guided reading instruction with books that are 1-2
levels above their independent F&P level.
utilize technology to enhance and increase the amount of books
on their Independent reading level (STORIA, Classroom libraries,
Zing, and OpenSource).

Title I Component 1: Teachers will plan activities based on academic assessments for daily differentiated instruction to ensure students who experience
difficulty mastering proficient or advanced levels of academic achievement standards to meet grade level and course specific requirements.

5
 Title I Component 7: Teachers will use data from academic assessments in order to make daily instructional decisions based on student needs.
Title I Component 8: Teachers will use data from academic assessments (Fountas & Pinnell and Read Naturally) in order to make instructional decisions based
on student needs. Staff will provide additional intervention blocks to ensure students having difficulty are moving toward grade level expectations. Advance
learners will be pulled by GATE based on WCPS beginning of the year gifted and talented testing.

Strategy 3: Teachers will utilize the DesCarte from NWEA to differentiate small group instruction and guided reading for those students reading below grade
level in grade one through grade five.

Person(s) Responsible Timeline Assessment New (N) or

Who are the persons responsible? What is the timeline? When and how will the objective be measured? Continuing (C)

Student artifacts (from small group instruction and

Classroom Teachers formative assessments) will be analyzed during CFIPS,
C
Administration planning sessions, and teacher reflection to drive
September 2016 - May 2017 instruction.
Lead Teachers
Intervention Staff
Daily GR/small group instruction for below level readers
C
(daily informal data used to drive instruction)

Title I Component 1: Teachers will plan activities based on academic assessments (FUNdations) for daily differentiated instruction to ensure students who
experience difficulty mastering proficient or advanced levels of academic achievement standards to meet grade level and course specific requirements.
Title I Component 8: Teachers will use data from academic assessments (MAP in fall, winter, and spring) in order to make instructional decisions based on
student needs.

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Strategy 4: Before school tutoring will focus on students in grades first through fifth grade reading one MAP strand below grade level. Storia and STRIDE as well
as guided grouping will be resources utilized during school as well as tutoring sessions to differentiate for individual needs. In addition, Storia and STRIDE lessons
will be a part of tutoring sessions. Students reading below grade level will begin their school year early through a 3 week summer school program in an effort to
help them close learning gaps and be prepared for the next grade level.

Person(s) Responsible Timeline Assessment New (N) or

Who are the persons responsible? What is the timeline? When and how will the objective be measured? Continuing (C)

Classroom Teachers January 2017 - April 2017

Bi-weekly Storia and STRIDE reading assessment data
Tutors (depending on release and C
and guided skill group lesson artifacts and quiz results;
Administration amount of Title One funding)
Storia and STRIDE
Lead Teachers

Three week summer school program based on academic

Summer School teachers July 2017 - August 2017 needs of struggling students - measured through Storia, C
STRIDE, additional needs assessments

Title I Component 2: Teachers will use data from academic assessments (MAP in fall, winter, and spring) in order to make instructional decisions based on
student needs and who to invite to tutoring. In addition, during tutoring, teachers will use data from STRIDE and Storia to drive tutoring instruction. Teachers
will plan activities based on the above academic assessments for differentiated instruction to ensure students who experience difficulty mastering proficient
or advanced levels of academic achievement standards to meet grade level and course specific requirements.
Title I Component 8: Staff will provide additional before school tutoring sessions to ensure students having difficulty are moving toward grade level
expectations.
Title I Component 9: Coordination of Federal, State, and Local funding will be used to support before school tutoring to provide a seamless school-wide
program that is based on student needs.

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Aspirational Goal 2: All students will meet grade-level and course-specific curriculum standards
each year and complete an established educational and/or career pathway by graduation.
___________________________________________________________________________________________________________

Measurable Objectives for Goal 2

1. Target Level: By spring 2017, 60% of grade three students will be 100% fluent with all addition/subtraction and
multiplication/division math facts or show growth of at least 50% fluency.
Current Level: In fall 2015, 0% of students were fluent at grade level expectation in grades 1-3. In spring 2016, 35% of
Grade 3 students were 100% fluent.

2. Target Level: By the spring of 2017, at least 70% of students in grades 1-5 will score at least 12 points using the Bester
Math Rubric (using a 1-4 rubric) or grow by at least 4 points from Fall to Spring 2017 on a performance based math
problem involving computation.
Current Level: On PARCC 2015, 20% or less of all grade 3 students were proficient with problem solving standards
involving computation. On PARCC 2015 10% or less of all grade 4 students were proficient with problem solving
standards involving computation. On PARCC 2015, 16% or less of all grade 5 students were proficient with problem
solving standards involving computation.

3. Target Level: By spring 2017, 70% of grade 3-5 students will achieve at least 20 points on the Bester Student Writing
Rubric (1-3 rubric) or improve their score by at least 5 points from the fall to spring writing prompt.
Current Level: 21% or less students in grade 3-5 were proficient on PARCC in the 5 writing categories: writing
expression, writing knowledge, literary analysis, research simulation and narrative writing.

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Strategy 1: In order to increase fact fluency purposeful fact instruction in grades one through three will include the use of Number Talks (3x per week) and the
use of REFLEX (daily and during tutoring sessions).

Person(s) Responsible Timeline Assessment New (N) or

Who are the persons responsible? What is the timeline? When and how will the objective be measured? Continuing (C)

Classroom Teachers Reflex will assess students current fluency (we will transfer
August 2016 C
Intervention this data to our Bester Facts form).
Lead Teachers
September 2016 - May 2017 Reflex assessment - occurs daily in Reflex C

Title I Component 2: Teachers will plan activities based on academic assessments (REFLEX) for tutoring as well as daily differentiated instruction to ensure students who
experience difficulty mastering proficient or advanced levels of academic achievement standards to meet grade level and course specific requirements.
Title I Component 8: Teachers will use data from academic assessments (REFLEX) in order to make instructional decisions based on student needs.
Title I Component 9: Coordination of Federal, State, and Local funding will be used to support before school tutoring to provide a seamless school-wide program that is based
on student needs.

Strategy 2: In order to increase the transfer of math fact fluency teachers will implement the use of problem based lessons on a regular basis (minimum of 2
times per week) to help students transfer their fact fluency and build independence in problem solving involving computation.

Person(s) Responsible Timeline Assessment New (N) or

Who are the persons responsible? What is the timeline? When and how will the objective be measured? Continuing (C)

Classroom Teachers Pre-assessment - August 2016

Performance Based Computation problem (grade N
Intervention Mid-year - January 2017
based) scored with the Bester Math Rubric.
Lead Teachers End of year - May 2017

Title I Component 2: Teachers will plan activities based on academic assessments (Performance Based Assessments and MAP)) for tutoring as well as daily differentiated
instruction to ensure students who experience difficulty mastering proficient or advanced levels of academic achievement standards to meet grade level and course specific
requirements.
Title I Component 8: Teachers will use data from academic assessments (Performance Based Assessments and MAP) in order to make instructional decisions based on
student needs.

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Strategy 3: In order to support writing fluency in grades 3-5, K-2 teachers will utilize FUNdations, Lucy Calkins, and WCPS CornerStone tasks to monitor and
differentiate instruction to meet student needs.

Person(s) Responsible Timeline Assessment New (N) or

Who are the persons responsible? What is the timeline? When and how will the objective be measured? Continuing (C)

End of unit FUNdations Unit Assess and record data in the FUNdations Unit Test
C
Assessments. Tracker and regroup students when appropriate.

At the end of each

Classroom Teachers WCPS CornerStone tasks scored using the WCPS
module/marking period (4x C
rubrics.
per year).

Teacher created writing samples scored with the

As appropropriate for grade
Bester Writing Rubric to fit grade level module N
level learning plans.
assessments.

Title I Component 2: Teachers will plan activities based on academic assessments (Writing Assessments and WCPS Cornerstone Tasks) for daily differentiated instruction to
ensure students who experience difficulty mastering proficient or advanced levels of academic achievement standards to meet grade level and course specific requirements.
Title I Component 8: Teachers will use data from academic assessments (Writing Assessments and WCPS Cornerstone Tasks) in order to make instructional decisions based
on student needs.

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Aspirational Goal 3: All students will be provided quality instruction using appropriate
technology
___________________________________________________________________________________________________________

Measurable Objectives for Goal 3

1. Target Level: By May 2017, there will be a 20% increase to the Modification and Redefinition from the SAMR model in
both Grades K-2 and 3-5 in digital media on the Bester Digital Resource Site.
Current Level: During the 2015-2016 school year, 84% of the Bester Digital Resource Site had resources for K-2 in
Substitution and Augmentation, 16% of the Bester Digital Resource Site in Modification and Redefinition in K-2 from the
SAMR model. Grades 3-5 had a 100% of the Bester Digital Resource Site in Substitution and Augmentation from the
SAMR model, 0% of the Bester Digital Resource Site was in Modification and Redefinition from the SAMR model.

2. Target Level: For the 2016-2017 school year, 100% of classroom teachers will self-evaluate using the Charlotte
Danielson Technology Rubric. By May 2017, 50% of the staff will perform in the Proficient and/or Distinguished
category.
Current Level: During the 2015-2016 school year, classroom teachers self-evaluated on the Charlotte Danielson
Technology Rubric. 63% of teachers were Basic in the categories for Assessment Criteria, Problem Solving, and
Creativity. 37% of teachers were Proficient and/or Distinguished in the categories for Assessment Criteria, Problem
Solving, and Creativity.

11
Strategy 1: The Lighthouse committee will meet monthly to set expectations for the SAMR Rubric and will develop artifacts for the Bester Digital Resource Site.
They will also gain knowledge on Modification and Redefinition and what it looks like for the different grade levels.

Person(s) Responsible Timeline Assessment New (N) or

Who are the persons responsible? What is the timeline? When and how will the objective be measured? Continuing (C)

Administration September 2016-May 2017 (Monthly) The Lighthouse committee will utilize the created
Lead Teachers rubric monthly to assess student and teacher N
Technology Teacher content on the Bester Digital Resource Site.
Lighthouse Committee

Title I Component 2: Lighthouse committee members will provide training and support to all staff members to best assess students and teacher content through the SAMR
model.
Title I Component 3: Teachers will be provided adequate professional development on the use of a rubric to improve the use of technology integration within the classroom
while also utilizing the Bester Digital Resource

Strategy 2: Teachers and students will create an environment of differentiation, flexibility, and independence through the use of the Bester Digital Resource
Site for all subjects in grades 2-5.

Person(s) Responsible Timeline Assessment

Who are the persons responsible? What is the timeline? When and how will the objective be measured? New (N) or
Continuing (C)

Student survey: students assess their own learning while

using the Bester Digital Resource Site on the effectiveness N
Administration September 2016- May 2017
of the site and how to improve differentiation, flexibility,
Lead Teachers and independence.
Technology Teacher
Lighthouse Committee Monthly Student Independence Surveying Tool N
Classroom Teacher 2-5
Teachers will ask students how the Bester Digital Resource
Weekly N
Site was utilized during their independent block of time.

Title I Component 2: Lighthouse committee members will provide training and support to all staff members to best utilize the Bester Digital Resource Site.
Title I Component 3: Teachers will utilize the technology rubric to reflect and enhance their teaching and incorporation of technology at a higher level of SAMR.

12
Strategy 3: Teachers will select a student assessment/artifact monthly and bring to the Lighthouse Committee Meeting. The assessment will be utilized to self
evaluate (as teachers) using the Charlotte Danielson Technology Rubric in the categories: Assessment Criteria, Problem Solving, and Creativity. This will drive
professional development for teachers on the criteria that is needed to be proficient and/or distinguished in Assessment Criteria, Problem Solving, and Creativity
utilizing student work.

Person(s) Responsible Timeline Assessment

Who are the persons responsible? What is the timeline? When and how will the objective be measured? New (N) or
Continuing (C)

Administration September 2016-May 2017 Charlotte Danielson Technology Rubric in the categories: N
Lead Teachers (Monthly) Assessment Criteria, Problem Solving, and Creativity by
Technology Teachers classroom teachers on a monthly basis to create and
Lighthouse Committee implement in lessons.
Classroom Teachers

Title I Component 3: Teachers will utilize the Charlotte Danielson Technology Rubric to assess, problem solve, and be creative to determine the best needs for technology
integration, their teaching, and overall student outcomes.
Title I Component 7: Teachers will use student assessment/artifacts from formal and informal assessments to analyze student progress and improve student learning through
the use technology implemented by the teacher.

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Aspirational Goal 4: All students will be healthy, informed and productive citizens.
___________________________________________________________________________________________________________

Measurable Objectives for Goal 4

1. Target Level: During the 2016-17 school year, 65% of fourth and fifth grade students will be proficient according to the
spring Physical Fitness Test.
Current Level: 7% of the 4th (5/88) and 5th (6/81) grade students were proficient based on the Fitnessgram in the Fall
of 2016.

2. Target Level: During the 2016-17 school year, 100% of classrooms will hold and document weekly class meetings
utilizing Caring School Community to discuss school and class climate/culture and what citizenship looks like at Bester.
Current Level: 13% of classrooms consistently held weekly meetings and recorded their data on the Google Form in
2015-16

3. Target Level: During the 2016-2017 school year, the number of discipline referrals will decrease by 20% to 173 or less.
Current Level: In the 2015-16 school year there were 216 student discipline referrals.

4. Target Level: During the 2016-2017 school year attendance will increase to 94%.
Current Level: During the 2015-2016 school year the attendance rate was 93.3% which was an increase from the
2014-2015 which fell below the minimum state requirement (Besters habitual truancy rate was 1.43% in 2014-2015).
From the 2014-2015 school year to the 2015-2016 school year the number of students missing 36 unexcused days went
from 12 to 6. The number of students missing 36 unexcused and excused days went from 25 to 12.

14
Strategy 1: In order to increase student physical fitness students will participate in three school-wide daily brain breaks, a 30-minute student choice recess,
participation in the Bester Wellness Learning Lab, and circuit training equipment focusing on cardiovascular, muscular strength, muscular endurance, and
flexibility. In addition the Bester wellness committee will focus on school wide activities to promote health and wellness for students, families, and staff.

Person(s) Responsible Timeline Assessment New (N) or

Who are the persons responsible? What is the timeline? When and how will the objective be measured? Continuing (C)

Physical Education teachers will develop an SLO that

Physical Education Teachers
measures physical fitness of grade four and five students
based around the promotion of cardiovascular, muscular
C
strength, muscular endurance, and flexibility. Fourth and
fifth grade SLO data will be analyzed three times during the
Aug 2016 - May 2017 2016-17 school year by both physical education teachers.

The National Standard Test (The Fitness Gram) will be

administered in grades 4 and 5.
Testing will be done in October and retested in May. Data C
will be collected and compared and used for future planning
to better the health of the students.

Daily picture of classroom Brain Break to document use in

Classroom teachers August 2016-June 2017 N
the classroom (Google drive folder).

Title I Component 8: Teachers will use data from academic assessments (activities to ensure that students having difficulty mastering proficient or advanced levels of
academic achievement standards are provided timely additional assistance ) in order to make instructional decisions based on student needs.

Strategy 2: In order to improve classroom and school culture and wellness, teachers will utilize Caring School Community at least weekly as well as monthly
counselor lessons.
Person(s) Responsible Timeline Assessment New (N) or
Who are the persons responsible? What is the timeline? When and how will the objective be measured? Continuing (C)

Classroom teachers
Each classroom teacher will complete a weekly Google Form to
PBIS Team N
August 2016-June 2017 document topics discussed at class meetings. A weekly reminder
Community of Hope
will be sent by email.
Wellness Committee

15
 Data will be analyzed monthly by Counselor/ Social Worker to
Social Worker identify trends within and across grade levels. Data will be
August 2016-June 2017 N
Counselor shared with PBIS and the Community of Hope staff that work
with student groups.

Title I Component 2- Teachers will use effective methods and instructional strategies that are based on scientifically based research that strengthen the core academics
program, increase the amount and quality of of learning time, include strategies for meeting the historically underserved population.

Strategy 3: Students with no referrals and that have earned enough den dollars will participate in monthly PBIS reward activities. In order to decrease student
referrals and promote positive behavior, teachers, administrators, and social worker will recommend students to participate in a mentor/mentee program
weekly to work on social skills and leadership.

Person(s) Responsible Timeline Assessment New (N) or

Who are the persons responsible? What is the timeline? When and how will the objective be measured? Continuing (C)

At the beginning of each month, the PBIS team will let all
students know what the monthly reward is and how many den
Classroom Teachers Aug 2016 - May 2017 dollars they need to participate. Referral data will be collected
C
Community of Hope monthly during the 2016-2017 school year. This data will be
Encore Teachers compared to the data collected during the 2015 - 2016 school
Intervention Teachers year.
Administration
Monthly from September The PBIS team will discuss the effectiveness of each activity
N
2016-May 2017 through teacher and student feedback.

Title I Component 8: Teachers will use data from academic assessments (activities to ensure that students having difficulty mastering proficient or advanced levels of
academic achievement standards are provided timely additional assistance) in order to make instructional decisions based on student needs.

16
Strategy 4: In order to increase student attendance we will utilize the Bester Attendance Incentive & Intervention Procedures. In addition, the attendance
Student Support Team (ASST) will increase parent awareness and understanding of importance of attendance through a Parent Academy Program (SFL, Social
Worker, and Community of Hope).

New or
Person(s) Responsible Timeline Assessment
Who are the persons responsible? What is the timeline? When and how will the objective be measured?
Continuing
(Type C or N)

All Staff August 2016 - May 2017 - Daily report and Bi-weekly attendance data will be
bi-weekly report analyzed and used to focus on students
and families with chronic absences and C
tardies. Bester Attendance Incentive &
Intervention Procedures

Title I Component 6: Strategies to increase parent involvement.

Title 1 Component 10: Coordination and integration of federal, state, and local services and programs.
Title 1 Component 1: Comprehensive needs assessment.

17
 School-Based Professional Development Plan

Topic and Activity Participants: Budget or Supports:

Date(s): Purpose Training(s) (Full faculty, teams or (Hours, Materials, Other
departments) Expenses)

2016-2017 school year Goal: Focus on the AMT Model including enduring Classroom Teachers Average of $45 x 4
1&2 understandings, essential questioning, and Administration times per year x 26
assessments that allow transfer of Lead Teachers classroom teachers =
Aspirational Goal: knowledge. Grade level teams (Classroom Instructional $4,680
2 teacher & Enrichment teacher or SWD Technology Teacher Title 1 Funds
teachers or Intervention teacher) plan with Intervention
Theory of Action:
Lead Teacher, instructional technology Teachers 1 hour per participant
T1, T2, T6
teacher and/or Admin for support with Paraprofessionals for planning and
L1, L4, L5
grade level scrolls, MAP data, technology reflections.
integration, and creating lessons that require $45.00 x 1 x26
transfer for literacy and math. participants = $1,170.00
Title 1 Funds

Monthly at School Goal: Book Study Whos Doing the Work? SIT members SIT members will be
Improvement Team Meetings 1&2 New Non-tenured paid: Average of $45
Teachers per hour x 14 teachers x
Aspirational Goal: All interested staff 4 sessions = $2,520
2 Paraprofessionals
Books were purchased
Theory of Action:
through Title 1 funds
T6
L1, L2, L4, L5

Twice a month Goal: Beth Brandenburg will support math unit Classroom Average of $45 per hour
Mini Math Institutes 2 planning with staff. Focus for these session Teachers x 26 teachers x 15
will be on: Administration sessions = $17,550
One time per month Aspirational Goal: Facts Instruction & application of Lead Teachers (Pending budget may
during planning 2 concepts Instructional be 30 minute during the
(grade level focused) Unpacking Common Core, Technology day)
Theory of Action:
Developing UDL learning Teacher Additional Planning
T1, T6
One time per month experiences (AMT model, Enduring Intervention funds from BOE
L1, L2, L4, L5

18
 before/after school Understandings, Essential Questions, Teachers
(cross grade level Assessments),
focus). MCCR Mathematical practices,
lesson planning incorporating
Instructional technology,
and best practices connected to
PARCC.

Goal: New teacher job embedded Professional

Classroom
1-4 Development includes:
teachers
Studying best practices for literacy
Administration
Aspirational Goal: and math
Lead Teachers
Weekly 1-4 Utilizing the Framework for Teaching
Instructional
Applying information learned about
Theory of Action: Technology
Under Resourced Learners
T1 - T6 Teacher
Analyzing and implementing MAP
L1 - L6 New Teachers
data

Goal:
1&2
Extended Learning for Literacy, Math
focus based on F and P data and
Aspirational Goals: Classroom
Common Core aligned Stride
1 and 2 Teachers $35 x 22 hours x 10
January 2017-May 2017 Academy Program data. Additional
Lead Teachers teachers = $7,700
teacher mini-lessons will be utilized
during tutoring to meet individual
Theory of Action:
student needs.
T1, T2, T6
L1, L4, L5

June planning sessions with individual grade Classroom Average of $45 x 30

Goal: level teams as well as K-2 and 3-5 vertical teachers teachers x 12 hours =
1&2 teams to: Administration $16,200
Build the curriculum Lead Teachers Additional Planning
Aspirational Goals: Build assessments for transfer Instructional funds from BOE
June 2017 1 and 2 Include Brain Development and Technology
Function Teacher
Paraprofessionals
Theory of Action:
T1, T2, T6

19
 L1, L4, L5 Total Additional
Planning Budget from
SIP= $33,750

Evaluation of PD Activity:
How did you measure the merit and worth of the activity and what were your findings? How do you plan to follow-up?

20