1. Brooks Elementary School SUCCESS AND NOTHING LESS!
2nd Nine Weeks

2. Kindergarten STAR Data
Goal: All kindergarten students will be Transitional or Probable readers by May. (75% are Transitional/Probable Readers)
Early
Emergent
Late
Transitional
Probable
Total #
BOY(Beginning of the Year)
MOY(Middle of the Year) % % % % % % % 43 41
Early Emergent reader: Student is beginning to understand that printed text has meaning. The student is learning that reading involves printed words and sentences, and that print flows from left to right and from the top to the bottom of the page.
Late Emergent reader: Student can identify most of the letters of the alphabet and can match most of the letters to their sounds. The student is also beginning to “read” picture books and familiar words around the home.
Transitional reader: Student has mastered alphabet skills and letter-sound relationships. The student can identify many beginning and ending consonant sounds and long and short vowel sounds, and is probably able to blend sounds and word parts to read simple words.
Probable reader: Student is becoming proficient at recognizing many words, both in and out of context. The student spends less time identifying and sounding out words, and more time understanding what was read. Probable readers can blend sounds and word parts to read words and sentences more quickly, smoothly, and independently than students in the other stages of development.

3. 1st STAR Data Urgent Intervention Intervention On Watch
Goal: To move all first grade students out of the red and yellow group(Urgent Intervention/Intervention) to blue or green group ( On Watch/At or Above Grade Level) by May. (69% are On Watch/At or Above Grade Level)
Urgent Intervention
Intervention
On Watch
At or Above Grade Level
Total #
BOY(Beginning of the Year)
MOY(Middle of the Year) % % % % % % % 43 41

4. 2nd STAR Data Urgent Intervention Intervention On Watch
Goal: To move all second grade students out of the red and yellow group(Urgent Intervention/Intervention) to blue or green group ( On Watch/At or Above Grade Level) by May. (89% are On Watch/At or Above Grade Level)
Urgent Intervention
Intervention
On Watch
At or Above Grade Level
Total #
BOY(Beginning of the Year)
MOY(Middle of the Year) % % % % % % % % 43 41

5. 2nd Nine Weeks ELS Exam Projected MAAP Proficiency 3rd- 6th ELA
Proficient/Advanced
Bubble Students ( At least 6 points from being Proficient)
3rd Grade
21.6%
4th Grade
25.6%
3’s (23%)
5th Grade
8.6%
3’s (54%)
6th Grade
26%
3’s (40%)
All Students
19.3%
3’s (38.6%)

6. 2nd Nine Weeks ELS Exam Projected MAAP Proficiency 3rd – 6th Math
Proficient/Advanced
3rd Grade
23.5%
4th Grade
43.6%
5th Grade
34.8%
6th Grade
28.6%
All Students
32.2%

7. ELA Growth Percentages
All
Grade Level
Bottom 25
3rd Grade
N/A
4th Grade
35.9%
58.3%
5th Grade
34.8%
69.2%
6th Grade
57.1%
81.8%
All Students
44.2%
69.4%
Growth calculation: Example- If a student moved from low Basic (2018 MAAP Score) to high Basic (2nd Nine Weeks Data)
Growth calculation Bottom 25: Example – If a student moved from low minimal(2018 MAAP Score) to high Minimal(2nd Nine Weeks Data)

8. Math Growth Percentages
All
Grade Level
Bottom 25
3rd Grade
N/A
4th Grade
71.8%
58.3%
5th Grade
26.1%
30.8%
6th Grade
77.1%
83.3%
All Students
55.8%
56.8%

9. Brooks Elementary 2018 Accountability Data
Score C (3rd & 4th Grade Students)
A – 442 B C – D – F – 268 or less
Reading
Mathematics
Other Subjects
Proficiency
23.8
29.8
Science Proficiency
N/A
Growth All Students
56.1
65.2
Growth Lowest
Performing Students
68.2
66.7

10. Brooks Elementary 2nd Nine Weeks Data
Score D (3rd – 6th Grade Students)
A – 442 B C – D – F – 268 or less
Reading
Mathematics
Other Subjects
Proficiency
(19.3)
(32.2)
Science Proficiency
N/A
Growth All Students
(44)
(55.8)
  = 324
Goal: 53 More Points
= 377 (B)
(Increase each category by 9%)
Growth Lowest
Performing Students
(69.4)
(56.8)

11. Strategies & Action Steps When will it be completed?
ELA Improvement Plan
Strategies & Action Steps
Who is Responsible?
When will it be completed?
Continue to teach comprehension strategies: inferring, sequencing, cause/effect, fact/opinion, questioning – through Reader’s Workshop approach and Journeys (Online practice using Study Island & ELS)
Classroom Teachers
Lead Teacher (New Position)
Bailey Consultants
Ongoing
Classroom Language Lessons with a focus to improve the five pillars of reading (phonics, phonemic awareness, vocabulary, comprehension, fluency) during centers. (Online practice using Study Island & ELS)
Lead Teacher
Progress monitor at risk students bi-weekly (Intervention Groups) and adjust instruction based on data
Intervention groups will receive an additional 30 minutes of instruction from the lead teacher 2 to 3 days a week
21st Century afterschool teachers will collaborate with other teachers to share areas of weaknesses and strategies
21st Century Teachers
Conference often with students to reinforce goals
Principal

12. Strategies & Action Steps When will it be completed?
Math Improvement Plan
Strategies & Action Steps
Who is Responsible?
When will it be completed?
Implement math workshop structures to support balanced math: Whole group instruction; Small group instruction (guided math); Centers and Online practice (Study Island & ELS)
Classroom Teachers
Lead Teacher
Bailey Consultants
Ongoing
Utilize the four steps to problem solving to provide feedback and differentiate instruction for all students.
Progress monitor at risk students bi-weekly (Intervention Groups) and adjust instruction based on data
Principal
Students receive an additional 30 minutes of instruction from the PE teacher 3 to 4 days a week
Classroom Teacher
PE Teacher
21st Century afterschool teachers will collaborate with other teachers to share areas of weaknesses and strategies
21st Century Teachers
Conference often with students to reinforce goals