Montebello

//Note: Please limit your school’s priorities to four. Please use learning from each day’s sessions to refine and clarify these priorities rather than adding additional priorities.// =**Team Members Attending:**=
 * Implementation Action Plan 2010-11** **Responding to the Needs of All Learners**
 * **School Name:** || Montebello Elementary Junior Academy ||
 * **VPES:** || Teresa Gerchman ||
 * 1) Dr. Camille S. Bell
 * 2) Lauren Wilder
 * 3) Julien Colvin
 * 4) Renae Newton
 * 5) Candace Coleman

=**Priority #1: Ensuring that teachers are instructing students based on their academic ability levels, and not based on a pre-prescribed program in both reading and math.**=
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Use specific student data to drive curriculum planning which will in essence drive instruction and student achievement. This will take place through the teachers truly differentiating their lessons to match the ability levels of their students. This will help teachers realize when they need to increase the level of rigor and content for specific children. In some cases, the individual student plans may include them sitting in a higher grade level for either reading or math. || Dr. Camille Bell || Ongoing ||
 * The principal will meet with grade level teams weekly to review data and provide feedback on lesson plans, student outcomes while probing for professional development needs which will ensure that these instructional practice takes place.

In adition, informal assessments will be completed by Leadership Cabinet, ie: Principal, Academy Director, ISTs, Special Education Coordinator and KKI Instructional Specialists.

All achievement data will be plotted on the schools "O" drive to be discussed with teams during their data sessions. || Dr. Camille Bell ISTs- Lauren Wilder Julien Colvin Erin Mitchell Lead Teachers || Ongoing || =Priority #2: We are focusing on aligning the Primary Academy to ensure that the instructional goals from the beginning of Pre-K through the end of 2nd grade are in complete alignment. This will ensure that the students exiting grade 2 are on or above targets with respects to Montebello’s academic expectations = Students that are extremely high in math will be placed in a 2nd grade math class if the data from the assessments show that this is warranted. Since there are so many 1st graders with behavioral concerns, we have begun meeting with all parents and collected medical release forms from parents. A comparative analysis will also be completed to see if the students who have these concerns are below task, on task or above task. || Dr. Camille Bell Primary Lead Teachers ISTs – Reading & Math || 10/15/10 || Primary Lead Teachers ISTs – Reading & Math || 10/15/10
 * From the collected data, professional development will be created to address the areas of conern with instructional delivery, differentiation, data planning as well as student achievement outcomes. Students will then be assigned based on their skill focus data, benchmark strands and other assessments to the needed interventions to correct the documented deficiency gap. || Same as above || Ongoing ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * The team will be pulling the names of all students in 1st grade and re-assessing them in both reading and math to see which areas of our alignment they would be placed in based on the end of the year kindergarten goals that were created by the 1st grade team in the 2009-2010 SY. This support will also take place in Pre-K & 2nd grades however 1st grade shows urgent need based on student and teacher data.
 * Students that fall beneath the Quadrant 1 goals will immediately be further assessed to determine what RTI Tier that they would classify in. In addition, any student that has not met the minimal requirement will have their end of the year data sheets reviewed and will immediately be placed on the FASST “Watch List”.  Students that transferred into Montebello will have their academic records reviewed to see if there were any concerns from their forwarding school.  ||  Dr. Camille Bell

ongoing || M onitoring will take place on a weekly basis with lesson plan support being given based on the data of the students. This will happen in the areas of both reading and math || Dr. Camille Bell Primary Lead Teachers ISTs – Reading & Math || 10/15/10
 * Teacher strengths in 1st grade will also be taken into consideration. This will help to implement the student class switches that will take place based data Intensive support will be given to the new teacher on the team that has extreme management concerns as well as pull out supports for low level learners with the instructional support team

Ongoing || =Priority #3: Increasing the reading achievement for both general and special education students to meet the AMO targets for the State of Maryland. = =Priority #4: All students will be reviewed to determine what RTI Tier that they will fall in. Most students in tier II & Tier III have already been identified unless they are new to Montebello = Skill Focus Pull outs Homogeneous Grouping will take place for reading based on teacher strength and student needs All teachers will be encouraged and monitored for their use of technology to drive instruction. || ISTs || 10/15/10 ongoing ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * The leadership and grade level teams will meet and discuss monthly benchmark data and review not only the number of students needed, but the root causes for why there was a decrease in our reading scores on the 2010 MSA. In addition, the Special Education team will also meet with the principal weekly to determine if their meeting the needs of the IEP students and to review planning.
 * 1)  Both self contained and inclusion classes will be monitored for rigorous instructional practices.  || Camielle Bell || Ongoing ||
 * Teacher planning will also be reviewed to ensure that it is data driven, and not curriculum driven. || Bell, Anderson, Colvin, Wilder, Mitchell || Ongoing ||
 * Professional Development will be created that aligns with the weekly informal observations and lesson plans reviews that are done from the administrative and instructional support team. || Bell, Anderson, Colvin, Wilder, Mitchell || Ongoing ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * After School Program will begin by the end of October, 2010.
 * Weekly skill focus assessments will be given and students that fall beneath the 80% mark will be pulled out to review the skill. This happens weekly as the students are assessed weekly || ISTs || ongoing ||
 * ISTs will teach high risk students from multiple grade levels in both reading and math. || ISTs || ongoing ||

=Other Notes or comments:=