Charjean Since 1950 GROW THINK LEARN Southeast Region Data Presentation First 20 Day Report 2011-12 Memphis’ Premier Elementary School
Jan 12, 2016
Charjean Since 1950
Charjean Since 1950 GROW THINK LEARN
Southeast Region Data PresentationFirst 20 Day Report 2011-12
Memphis’ Premier Elementary School
SCHOOL DEMOGRAPHICS
Current Enrollment -394
Special Education PopulationSpeech –9CLUE- 12
Resource – 26Self Contained - 0
Ethnicity/Race- African-American – 306
- Hispanic – 105- White – 0- Asian – 0
- American Indian - 0
Special Education Population
- 47
TCAP –Alt (Portfolios) -2
Membership 1 Students- 184
ELL- 126
DEMOGRAPHICS 20 Day Period OAG 2+ Years SPED Count Students 5+ ABS ELL Count
1 20 45 1 1092 20 45 5 1093 11 47 26 117456789
Attendance
20 Day Report
96.8
93.4 94
Suspensions
20 Day Report
2 3 3
Referrals 20 Day Report
9 9 6 6 12 10
Expulsions
20 Day Report
0 0 0
Fights 20 Day Report
0 0 0
1 2 3 4 5 6 7 8 9
ATTENDANCE & BEHAVIOR
ACADEMIC REPORTMath
-What’s working-What’s not working
Reading / Language Arts -What’s working -What’s not working
Student Attendance -What’s working -What’s not working
Teacher Attendance -What’s working -What’s not working
Referrals -What’s working -What’s not working
IncidentsInterventions-What’s working-What’s not working
Over Age for Grade-What’s working-What’s not working
MATH
What’s working 1. Team Planning Meetings 2. Meeting the Stanford Math 90 Minute Expectation 3. Implementation of Calendar Math 4. Weekly assessments in TCAP format
What’s not working -Based on data1. Effective Data Analysis2. Quadrant D Math Instruction3. Small Group Instruction4. Knowledge of the math series5. Percent Correct First Attempt in Stanford Math
Grade 3 Data Analysis Mastery
Formative Assessment C
Stewart Lambert Smith Taylor0
10
20
30
40
50
6053% (10)
39% (7) 39% (7)44% (7)
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-60%
Feedback
Strategy
Baseline Assessments
Formative Assessment CThird Grade MathArea: Data Analysis
Data AnalysisMastery 42% (31) Non
58%(43)Hispanic 48% (10)
Black 42% (21)Number Tested -74(53-B
21-H)Mastery
Stewart 42% (8) H= 100% (2)Lambert 22% (4) H= 25% (3)Smith 39% (7)Taylor 13% (2) H= 31% (5)* Data Analysis is a significant problem in grade 3*Teachers need more effective strategies for :SPI 0306.5.2 Data tables/GraphsSPI 0306.5.3 Predictions of Data* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students’ individual needs.* Teacher must better utilize Teach 5 & 6• Students are not receiving enough
practice on geometry and measurement
• Students in Mrs. Smith and Taylor classes will need more support.
• Are Teachers using ESL strategies acquired from ESL Conference?
1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in “Check for Understanding” PD provided faculty (Mar.-Apr.)4) Engage in PD for rigorous instruction provided by select faculty (Mar.-Apr.)5)Provide (bubble) students with daily small group instruction.6) Leadership Team(daily) will support teachers7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8) Teachers will use outside resources to help teach deficient skills. (i.e.. Jumpstart, TCAP Coach, ISAT, MASC, NAEP, & NY state assessment) Practice tests will mirror the State testing in developing weekly and unit tests.9) Leadership team will aid teachers with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during the day
and after school, and on Saturdays(Sept.-Apr.)
12) Motivation using tangible rewards and classroom celebrations.
13. Opportunities for class competition on skills.
14. Teacher will utilize strategies/resources provided by Regional Coaches.
*Teachers/ Leadership Team will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, 8, 10, 12, 13, & 14(Aug.-May).*Facilitator will be responsible for monitoring strategies weekly 2, 7, 8, & 12 (Dec.-May.)*Facilitator and Principal will be responsible for monitoring of district and school site professional development monthly(Strategies 3 & 4). Aug-May*Regional Coaches /Principal will be responsible for Strategy 6 & 14. (Dec.-May)*In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 6 & 9 weekly. (Aug-May)
The Discovery Formative Assessment C results showed 3 of 4 classes did not meet the Benchmark in the area of Geometry Measurement.
Grade 4 Geometry & Measurement Mastery
Formative Assessment C
King Smith-Diop Tate0
5
10
15
20
25
30
35
40
45
50
32% (7)
46% (11) 45% (10)
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-60%
Feedback
Strategy
Baseline Assessments
Discovery Formative Assessment C
Fourth Grade MathArea: Geometry &
Measurement
Geometry & Measurement
Mastery 42% (28) Non 58%(39)
Hispanic 47% (7)Black 38% (19)
Number Tested -67(52-B 15-H)
MasteryKing 29% (6) H=50% (1)Smith 21% (5) H= 25% (6)Tate 45% (10)
* Geometry & Measurement are a significant problem in grade 4*Teachers need more effective strategies for :SPI 0406.4.1 Classify Lines/SegmentsSPI 0406.4.5 Identify AttributesSPI 0406.4.9 Area/Perimeter of Rectangle* AA students are not as successful in Geometry & Measurement as Hispanic students.* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students.* Teacher must better utilize Teach 5 & 6 of the TEMS• Students are not receiving enough
practice on Math Process• Are Teachers using ESL strategies
acquired from ESL Conference?
1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in “Check for Understanding” PD provided faculty (Mar.-Apr.)4) Engage in PD for rigorous instruction provided by select faculty (Mar.-Apr.)5)Provide (bubble) students with daily small group instruction.6) Leadership Team(daily) will support teachers7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8) Teachers will use outside resources to help teach deficient skills. (i.e.. Jumpstart, TCAP Coach, ISAT, MASC, NAEP, & NY state assessment) Practice tests will mirror the State testing in developing weekly and unit tests.9) Leadership team will aid teachers with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during the
day and after school, and on Saturdays(Sept.-Apr.)
12) Motivation using tangible rewards and classroom celebrations.
13. Opportunities for class competition on skills.
14. Teacher will utilize strategies/resources provided by Regional Coaches.
*Teachers/ Leadership Team will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, 8, 10, 12, 13, & 14(Aug.-May).*Facilitator will be responsible for monitoring strategies weekly 2, 7, 8, & 12 (Dec.-May.)*Facilitator and Principal will be responsible for monitoring of district and school site professional development monthly(Strategies 3 & 4). Aug-May*Regional Coaches /Principal will be responsible for Strategy 6 & 14. (Dec.-May)*In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 6 & 9 weekly. (Aug-May)
The Discovery Formative Assessment C results showed over 50% of Basic and Below for grade four in the area of Geometry & Measurement.
Grade 5 Geometry & Measurement Mastery
Formative Assessment C
Babakus Grandberry Sansone0
10
20
30
40
50
60
70
Test "B"Test "C"
11% (2)
68% (13)
42% (8)
57% (12)59% (10)
29%(5)
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-60%
Feedback
Strategy
Baseline Assessments
Formative Assessment CFifth Grade MathArea: Geometry &
Measurement
Geometry & Measurement
Mastery 54% (23) Non 46%(34)
Hispanic 56% (5)Black 40% (18)
Number Tested -57 (48-B -9 H)
MasteryBabakus 33% (4) H=44% (4)Grandberry 68% (13)Sansone 11% (2)* Geometry and Measurement continues to be a significant problem in grade 5*Teachers need more effective strategies for :SPI 0506.4.1 Area of Triangles and ParallelogramsSPI 0506.4.4 Surface Area & VolumeSPI0506.4.2 Perimeter and AreaSPI0506.4.5 Length of Line Segments* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students’ individual needs.* Teacher must better utilize Teach 5 & 6 of the TEMS.• Students are not receiving
enough practice on Geometry and Measurement.
• Are Teachers using ESL strategies acquired from ESL Conference?
1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in “Check for Understanding” PD provided faculty (Mar.-Apr.)4) Engage in PD for rigorous instruction provided by select faculty (Mar.-Apr.)5)Provide (bubble) students with daily small group instruction.6) Leadership Team(daily) will support teachers7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8) Teachers will use outside resources to help teach deficient skills. (i.e.. Jumpstart, TCAP Coach, ISAT, MASC, NAEP, & NY state assessment) Practice tests will mirror the State testing in developing weekly and unit tests.9) Leadership team will aid teachers with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during the day
and after school, and on Saturdays(Sept.-Apr.)
12) Motivation using tangible rewards and classroom celebrations.
13. Opportunities for class competition on skills.
14. Teacher will utilize strategies/resources provided by Regional Coaches..
*Teachers/ Leadership Team will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, 8, 10, 12, 13, & 14(Aug.-May).*Facilitator will be responsible for monitoring strategies weekly 2, 7, 8, & 12 (Dec.-May.)*Facilitator and Principal will be responsible for monitoring of district and school site professional development monthly(Strategies 3 & 4). Aug-May*Regional Coaches /Principal will be responsible for Strategy 6 & 14. (Dec.-May)*In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 6 & 9 weekly. (Aug-May)
The results of the Discovery Education Formative
Assessment C showed a 6% decrease of Basic and Below
Basic students from “B” to “C” for fifth grade in the area of
Geometry and Measurement.
Reading / Language ArtsWhat’s working 1. Some Use of Data – Teachers use data results from formative assessments,
common assessments and weekly assessments to drive daily instruction. 2. Common assessments are used weekly to target specific spi’s and GLE’s. 3. TCAP focused lesson plans aligned with curriculum maps are used to
guide literacy instruction to meet diverse needs of students. 4. Flexible groups and small group instruction are provided for below
proficient students. 5. Bell work and Morning Meeting /News and Announcements address
prior taught skills. 6. Interventionists, community tutors, and support staff are used to aid
with small group instruction and one on one assistance. 7. Weekly writing prompts and Discovery Education probes are used to
provide additional practice opportunities in reading, and writing skills.
What’s not working -Based on data1. Whole group teaching is the dominate instructional orientation2. Limited differentiated instruction and checking for understanding3. Effective Use of Data – Teachers use data results from formative
assessments, common assessments and weekly assessments to drive daily instruction.
4. Before school, during school, and after school programs focus on reading skills and strategies.
Charjean Elementary School
Grade 3 Language & Vocabulary Mastery
Formative Assessment C
Stewart Lambert Smith Taylor0
5
10
15
20
25
30
35
40
45
Test "B"Test "C"
26% (5)
5% (1)
33% (6)
25% (4)
42% (9)
16% (3)
22% (4) (4)
18% (3)
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-66%
Feedback
Strategy
Baseline Assessments
Discovery Formative Assessment C3rd Reading
Area: Language and Vocabulary
Language & Vocabulary
Mastery 21% (16) Non 79%(59)
Hispanic 18% (4)Black 24% (12)
Number Tested -75(53-B 22-H)
MasteryStewart 26 % (5) H=0% (0)Lambert 5% (1) H= 03% (0)*Smith 33% (6)*Taylor 0 % (0) H= 25% (4)
* Language and Vocabulary continues to be a significant problem in grade 3*Teachers need more effective strategies for:0301.1.6 Compound/Simple Sentences0301.1.13 Compound Words, Contractions0301.1.19 Appropriate Vocabulary* Hispanic students are not successful in Lang. &Voc.* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students’ individual needs.• Teacher must better utilize Teach
5 & 6 of the TEMS• Teachers need training on ESL
strategies• Students are not receiving enough
practice on language and vocabulary
• Stronger emphasis on Basic Reading Strategies
• Are Teachers using ESL strategies acquired from ESL Conference?
1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in “Check for Understanding” PD provided faculty (Mar.-Apr.)4) Engage in PD for rigorous instruction provided by select faculty (Mar.-Apr.)5)Provide (bubble) students with daily small group instruction.6) Leadership Team(daily) will support teachers7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8) Teachers will use outside resources to help teach deficient skills. (i.e.. Jumpstart, TCAP Coach, ISAT, MASC, NAEP, & NY state assessment) Practice tests will mirror the State testing in developing weekly and unit tests.9) Leadership team will aid teachers with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during the day
and after school, and on Saturdays(Sept.-Apr.)
12) Motivation using tangible rewards and classroom celebrations.
13. Opportunities for class competition on skills.
14. Teacher will utilize strategies/resources provided by Regional Coaches.
The Discovery Formative Assessment C results
showed a 4% increase of students scoring Basic and Below for grade three in the area of Language and
Vocabulary.*Teachers/ Leadership Team will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, 8, 10, 12, 13, & 14(Aug.-May).*Facilitator will be responsible for monitoring strategies weekly 2, 7, 8, & 12 (Dec.-May.)*Facilitator and Principal will be responsible for monitoring of district and school site professional development monthly(Strategies 3 & 4). Aug-May*Regional Coaches /Principal will be responsible for Strategy 6 & 14. (Dec.-May)*In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 6 & 9 weekly. (Aug-May)
Grade 4 Write/Research Mastery
Formative Assessment C
King Smith-Diop Tate0
5
10
15
20
25
30
35
40
45
50
Test "B"Test "C"
45% (12)
42% (10)
32% (8)
45% (11)
48% (15)
19% (4)
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-66%
Feedback
Strategy
Baseline Assessments
Discovery Formative Assessment C4th Reading
Area: Writing/Research
Writing/ResearchMastery 44% (30) Non
56%(38)Hispanic 40% (6)Black 43% (24)
Number Tested -68(53-B 15-H)
MasteryKing 36% (10) H= 50% (2)Smith 21% (6) H= 21% (4)Tate 32% (8)* Writing/Research continues to be a significant problem in grade 4*Teachers need more effective strategies for :SPI 0401.3.7 Irrelevant SentencesSPI 0401.3.8 Transitional WordsSPI 0401.3.9 Appropriate Title* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students’ individual needs.* Teacher must better utilize Teach 5 & 6 of the TEMS• Students are not receiving
enough practice on Writing/Research.
• Are Teachers using ESL strategies acquired from ESL Conference?
1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in “Check for Understanding” PD provided faculty (Mar.-Apr.)4) Engage in PD for rigorous instruction provided by select faculty (Mar.-Apr.)5)Provide (bubble) students with daily small group instruction.6) Leadership Team(daily) will support teachers7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8) Teachers will use outside resources to help teach deficient skills. (i.e.. Jumpstart, TCAP Coach, ISAT, MASC, NAEP, & NY state assessment) Practice tests will mirror the State testing in developing weekly and unit tests.9) Leadership team will aid teachers with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during the day
and after school, and on Saturdays(Sept.-Apr.)
12) Motivation using tangible rewards and classroom celebrations.
13. Opportunities for class competition on skills.
14. Teacher will utilize strategies/resources provided by Regional Coaches.
The Discovery Formative Assessment C results only showed a small percentage
(3%) of Basic and Belowmoving to proficient for grade
four in the area of Writing/Research.
*Teachers/ Leadership Team will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, 8, 10, 12, 13, & 14(Aug.-May).*Facilitator will be responsible for monitoring strategies weekly 2, 7, 8, & 12 (Dec.-May.)*Facilitator and Principal will be responsible for monitoring of district and school site professional development monthly(Strategies 3 & 4). Aug-May*Regional Coaches /Principal will be responsible for Strategy 6 & 14. (Dec.-May)*In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 6 & 9 weekly. (Aug-May)
Grade 5 Information Mastery
Formative Assessment C
Babakus Grandberry Sansone0
10
20
30
40
50
60
70
42% (8)
63% (12)
26% (5)
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-66%
Feedback
Strategy
Baseline Assessments
Discovery Formative Assessment C5th Reading
Area: Information
InformationMastery 32% (18) Non
68%(39)Hispanic 56% (5)Black 27% (13)
Number Tested -57 (48-B -9 H)
MasteryBabakus 21% (4) H=44% (4)Grandberry 213% (4)Sansone 26% (5)* Information is a significant problem in grade 5*Teachers need more effective strategies for :SPI501.6.4 Main IdeaSPI501.6.5 Summary of a TextSPI501.6.6 Sequential Order* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students’ individual needs.* Teacher must better utilize Teach 5 & 6 of the TEMS• Students are not receiving
enough practice on Information.
• Are Teachers using ESL strategies acquired from ESL Conference?
1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in “Check for Understanding” PD provided faculty (Mar.-Apr.)4) Engage in PD for rigorous instruction provided by select faculty (Mar.-Apr.)5)Provide (bubble) students with daily small group instruction.6) Leadership Team(daily) will support teachers7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8) Teachers will use outside resources to help teach deficient skills. (i.e.. Jumpstart, TCAP Coach, ISAT, MASC, NAEP, & NY state assessment) Practice tests will mirror the State testing in developing weekly and unit tests.9) Leadership team will aid teachers with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during the day
and after school, and on Saturdays(Sept.-Apr.)
12) Motivation using tangible rewards and classroom celebrations.
13. Opportunities for class competition on skills.
14. Teacher will utilize strategies/resources provided by Regional Coaches.
The Discovery Formative Assessment C results
showed a large percentage of Basic and Below
for grade fifth in the area of Information.
*Teachers/ Leadership Team will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, 8, 10, 12, 13, & 14(Aug.-May).*Facilitator will be responsible for monitoring strategies weekly 2, 7, 8, & 12 (Dec.-May.)*Facilitator and Principal will be responsible for monitoring of district and school site professional development monthly(Strategies 3 & 4). Aug-May*Regional Coaches /Principal will be responsible for Strategy 6 & 14. (Dec.-May)*In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 6 & 9 weekly. (Aug-May)
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target-93%
Feedback
Strategy
Baseline Assessmen
tsSMS attendance
*School wide data for the first reporting periods indicates:1st 20 day period: 96.82nd 20 day period: 93.43rd 20 day period: 94
*Attendance has decreased this year in comparison to last year 2nd reporting period. *Some students are chronically absent.
1. ParentLink calls to all students’ homes to report attendance data and policy for excused and unexcused absence.
2. Identify students by name and teacher with less than 93% attendance.
3. Attendance will be monitored daily through Chancery SMS.
4. SART Team will meet when needed.
5. Perfect attendance incentives for students who are present.
6. Nine weeks incentives with the Principal.
*District ParentLink will be responsible for strategy 1.*SMS secretary and guidance counselor will monitor and be responsible for strategy 2.*SMS secretary will be responsible for strategies 4 and 5 through daily monitoring. *Guidance Counselor will be responsible perfect attendance incentives.
*SART Team is responsible for nine week monitoring of strategy 7.
Attendance will be maintained at 95% daily.
Charjean Elementary School
ReferralsWhat’s working 1. Responsive School/Morning Meetings 2. Positive learning environment 3. TOTs (Ties on Tuesdays) – Support for male students who
consistently demonstrate disruptive behavior. 4. Small Group Counseling Session (Eat with Counselor) 5. Count of Non-Violent Days with Incentives 6. School-wide incentives 7. Student Self Referrals 8. Peace Corner
What’s not working -Based on data1. Select teachers are not being consistent with discipline plan and are
not using alternative actions to discipline referrals.
Charjean Elementary School
Discipline
Expulsions -What’s working- What’s not working
Suspensions -What’s working-What’s not working
Student Behavior Summary Report
ReportingPeriod
Insolent/Insubordination - Refusal
Mis-conduct
Disruptive Behavior with prior unsuccessful Intervention
Fight – Min InjAnd Non Gang
Prof/ Prov/Abusive LanguageSchool Personnel
Threat/Against StudentNon Serious
False Fire Alarm
Bullying –Intim. orHarass
Sexual Harass
Aggravated Batt – TeacherStudent
TotalNumbe
r of Student
s
Reporting Period 1
2 1 0 0 0 2 0 0 2 0 7
Reporting Period 2
1 0 0 0 0 4 0 0 2 0 7
Reporting Period 3
0 1 2 0 0 1 0 0 2 0 6
Total 3 2 2 0 0 13 0 0 6 0 20Charjean Elementary School
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target
Feedback
Strategy
Baseline Assessmen
tsChancery SMS
Number of referrals to office
*Chancery SMS indicates that one of the highest number of referrals were for sexual harassment against other students. (2 referrals)
*One of the highest number of referrals is for sexual harassment against other students.*The majority of students being referred are male.*Students don’t understand appropriate touching.
1. S-team meeting will be conducted2. Classroom visits for appropriate
touching.3. Students who receive referrals to
office will be placed in small group counseling sessions.
4. Character Education, small groups, and individual counseling sessions will be taught and utilized.*Principal, Social
Worker, and guidance counselor are responsible for implementation/monitoring of strategies 1-4 weekly (Aug-May).
The number of discipline referrals to the office will decrease from the end of the second reporting period by 2%.
The Charjean Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target
Feedback
Strategies
Baseline Assessmen
ts Chancery/PBIS 3-Suspensions (2
students new to Charjean)
• The majority of the code of conduct violations are from students new to Charjean.
• Parent Counselor
• School Psychologist
• Social Worker• Resource
Teacher• Counselor• Principal
0 Level 4 & 5 Offenses
• Meeting with new students.
• Behavior Assembly
*Sessions with Guidance Counselor
*Sessions with the Social Worker
• Have S-Team Meetings to support students and families
• Parent Counselor will assist with home life
• The School Psychologist will observe chronic violators in school environments
• IEP’s will be reviewed and BIP’s implemented or updated
• Monthly PBIS Meeting
NEXT STEPS1. Target specific students on specific skills during Tuesday PLCs (Sept.- Apr.).
2. Grade 5 Mock Writing daily and weekly Wednesday at 8:30-9:30 (Oct.-Feb).
3. Continue to employ and make adjustments to School-wide theme: Language, Vocabulary, Writing and Discussion (Aug.-May)
4. Greater saturated ELL and SPED tutoring program with a focus on language, vocabulary, and writing (Dec.-April).
5. Schedule Regional Math Coaches for PD Sessions (Dec.- Jan.).
6. Monitor all intervention programs for accuracy, progress, or lack of progress (Sept.- April).
7. Use common assessments weekly that mirror state test (Sept.- April)
8. Leadership team will adjust schedules to meet student and teacher needs (Dec.).
9. Schedule PD for interventionists and teachers of ESL students (Dec.).
10.Continue PD on Teach 5 and Teach 6 (Nov.-Mar.).