The SAGE math results for the 2016-2017 shows 61% of all students were proficient on math. The average active to passive ratio is 1.64 to 1.

Currently, 61% of all students were scoring proficient on the 2016-2017 SAGE math. Our goal is that by the end of the 2018-2019 year, 65% of students will be proficient on the SAGE assessment. Progress toward this goal will be measured through formative assessments (SMI) 3 times throughout the year. Math lab for Tier 2 intervention will be continued at the 7th and 8th grade levels and students will be selected by using the following criteria; SAGE proficiency, SMI, and teacher recommendation.

This year we will focus on explicit instruction with an emphasis on active to passive engagement.

We will continue to provide resource and cotaught for special education classes. We will continue to provide IPLC data days to build instruction that focuses on explicit instruction. During the IPLC data day (Q4), we will add looking at data to determine who is in math lab. We will add professional development to learn active teaching strategies to implement in the classroom.

Common pacing will be consistent within 1-2 days in the regular and co-taught classrooms. This will support common administration of CFA (within 0-2 days), comparison of data weekly, and intervention will be provided during class time at least once a week. Daily tier 1 instruction will include classroom discussions and structures that increase student active participation in class.

We will use IPOPs to determine the active to passive engagement with at least 2 informal IPOPS (beginning of year and mid-year) and at least one formal IPOP. We will do peer observation that focus on explicit instruction and active engagement during Q2. After the SMI is given in the fall, the first Friday IPLC time will be spent identifying below basic and basic students. In the following Friday IPLC time, we will develop a plan for all students to have an of average 60 point growth regardless of their proficiency level.

Currently 88% of DPMS students are proficient on end-of-unit science assessments. However, only 64% of our special education students are proficient on end-of-unit science assessments. The achievement gap between regular education students and special education students is currently 24%. We need to reduce the achievement gap between regular education students and special education students.

Currently 88% of DPMS students are proficient on end-of-unit science assessments. However, only 64% of our special education students are proficient on end-of-unit science assessments. Our goal is that 90% of our overall student body achieve proficiency on end-of-unit science tests while increasing proficiency of our special education students to 70%. This will reduce our achievement gap from 24% to 20%. Progress will be measured using end-of-unit science assessments.

In addition to small group reteaching, explicit vocabulary instruction and spiraling of content, Structured Classroom Discussion (with an effect size of .82) will be implemented in our science classrooms across all grade levels.

Structured Classroom Discussion topics will be discussed and planned for in PLC groups. Vertical peer observations among science teachers will facilitate professional development for the implementation of Structured Classroom Discussion, small group instruction, explicit vocabulary instruction and spiral review.

Teachers will focus on learning new science core curriculum, best teaching practices for small group instruction, explicit instruction for vocabulary, spiraling of core concepts, and structured classroom discussion. Additionally, we will collaborate with grade-level special education teachers to meet the needs of individual students.

Student progress will be monitored by using classroom data from formative and summative assessments.

After focusing for two years on thesis development, use of evidence, and elaboration on evidence, DPMS saw 40 points of growth on the SAGE Writing test. Teachers are seeing a need for increased alignment and continued student improvement on writing.

Each team will administer a common pre-assessment at the beginning of the school year. By the end of the year, 80% or more of our students will be Proficient or Highly Proficient in thesis, evidence, and elaboration based on curriculum-based common formative assessments.

A strategy for improvement is to provide structured active classroom discussions. Teachers will collaborate to create essential discussion questions/topics. These discussions will be utilized throughout various points in the writing process.

1) PD on structured classroom discussions (data day)
2) Time for range finding with social studies and ELA partners, and for common grading with content teams. Teams will include special education teachers as appropriate. Each grade level will need 2 days/quarter to use for this range-finding and grading. If teachers choose to complete this time during school hours, they will need substitutes. If teachers complete grading after school, they will be reimbursed for their time.
3) Time to develop writing prompts as needed (Friday or data day).
4) Three 17-hour aides will continue to work with high needs social studies classes.
5) 1 Chromebook lab needed for ELA (Pedersen). (40 Chromebooks).
6) 2 peer observations will be completed by each teacher with the goal of learning new strategies and promoting alignment. The recommendation would be to take 2 periods off to observe and then discuss/analyze. (I noticed, I wondered, I have a question...). Substitutes will be needed or reimbursement will be needed (if completed during prep period) for these observations.

1) Continue to use scaffolding strategies: common sentence frames, graphic organizers, rubrics, academic vocabulary, mentor texts with examples and non-examples.
2) Implementation of structured active classroom discussions. Teachers will collaborate to create essential discussion questions/topics. These discussions will be utilized throughout various points in the writing process.

1) We will continue to use outcomes in Canvas and report the data in a common Google sheet.
2) Instructional coach will complete observations with the focus of providing teachers feedback on progress towards learning goals.

Instructional minutes are lessened due to tardiness.

By the end of the 2018-2019 school year Skyward data for tardiness will decrease by 10% in periods 2- 6 through increasing resources for teachers, classroom support, stakeholder training, accessibility to data, and explicit instruction of expectations.

The BLT and PBIS Committees will work jointly with the administration to implement positive programs to recognize and/or reward the students who are on time.

Tardies will be monitored and data reported. Positive rewards/programs will be added. Teachers will take an active role in assisting with tardiness.

Definitions of tardy and way late tardy will be reviewed as defined in the "Teacher's Handbook". School and classroom procedures and expectations for being on time will also be reviewed.

Progress will be monitored through Skyward.