School Improvement Plan

Snacks Crossing Elementary School

"Fueling the mind... Empowering the future!"

Snacks Crossing Elementary School is committed to working in partnership with the community to provide varied experiences in curricular learning. We will accommodate for different learning styles, which allow students to realize their highest potential and develop a lifelong love for learning.

https://www.youtube.com/watch?v=HpPiE6DoSTE&list=UUWnK-lxgVVEld7ERHPG8f-A

It's all about the data...

Looking over all the data, we noticed:

~ ELA increased over the past three years, the school improvement plan goal from last year was not met.

~ Math increased over the past three years, the school improvement plan goal from last year was not met.

~ Percent of students passing BOTH portions did not significantly change over the past two years

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SMART Goal #1

The percent of students passing will increase from the previous year by 3 percent on the English Language Arts portion of ISTEP+ in May 2015.

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SMART Goal #2

The percent of students passing will increase from the previous year by 5 percent on the Math portion of ISTEP+ in May 2015.

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Comprehensive Needs Assemessment

SMART goal #1

The percent of students passing will increase from the previous year by 3 percent on the English Language Arts portion of ISTEP+ in May 2015.
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SMART goal #2

The percent of students passing will increase from the previous year by 5 percent on the Math portion of ISTEP+ in May 2015.
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Response to Intervention

Snacks Crossing uses a variety of timely, and effective instructional practices to meet the needs of students as well as providing additional assistance for students experiencing difficulty mastering the standards. Response to Instruction is a process that documents how well students respond to changes in instruction. The instruction is research based interventions in the general education classroom. These interventions are monitored and students are assessed for progress. Data collected from monitoring is used to shape instruction and educational decisions. Professional Learning Communities (PLC) meet weekly to discuss strategies to meet student needs. These strategies are documented and assessed. The Core team meets once a week to ensure students’ instructional and social needs are met. Students are referred to Core when strategies have been exhausted at the PLC level and students are not making the necessary progress based on the data. Students in grades 3, 4, and 5 are tutored in preparation for ISTEP+. Title I, Special Education and English Language Learner staff collaborate with general education teachers to address diverse student needs to prepare for this statewide test. Teachers use differentiated instruction in reading and in math. Oasis tutors work with grade one students on reading.