Area of

Concern
Testing after
all the
teaching has
been done

Needs Assessment

Projects Action Plan

Evaluation

After reviewing
multiple years of
testing data a
decision was made
to move our
standardized
testing to the fall.

Grade level alignment of

curriculum.

An analysis was done of

student scores received in
the fall and of the lesson
plans written with the
results of the testing
driving the instruction vs
the lesson plans that were
not guided by data.

Spiral alignment of curriculum

in each core area.
3rd-5th grade testing moved to
early Fall.
Regular weekly staff meetings
are held to work on alignment
in grade level teams. Meetings
are led by Student Services
Director. Teachers use
standards as part of their short
term and long term lesson
plans.
Bi-weekly meetings are held
with the principal to go over
lesson plans, assessments,
results and areas of concern.
Lesson plans are submitted
weekly.

Competency
addressed
C001
C004
C005
C007

Lack of
standardized
teaching and
learning in
Jewish studies

Teachers taught
what they wanted,
when they wanted
with no spiraling
from grade to
grade. As such, we
joined a cohort
involved in
creating standards
for Jewish studies.

Join the Benchmarks and

Standards Cohort.
Attend 3 yearly Instructional
Leadership Seminars.
Weekly mentorship phone calls.
4 annual mentor visits.
Weekly or bi-weekly meetings
with the Judaics team.
Redesign of lesson plans.
Posting of big ideas and
essential questions in
classrooms.
Creation of standards based
used that spiral from lesson to
lesson, unit to unit and grade to
grade.
Creation of performance
assessments.

Big Ideas and Essential

Questions are posted.
Units are written with
Standards and
Benchmarks, generic and
content specific
unwrapping and a
performance assessment.
Units are being
implemented and student
work is being kept to
analyze at the end of each
segment.
Students have a better
understanding of the why
and not just the what.
Students are able to
verbalize answers related
to themselves and the
texts with links to the BI
and EQ.

C001
C002
C004
C005

Lack of
accountability
in regards to
attendance
both by
teachers and
parents

Documenting
attendance is
mandatory and
teachers needed to
understand the
ramifications of
not documenting
properly. Parents
also needed to
understand the
ramifications of
not being
consistent with
bringing their
children to school
on time.

Update Parent Handbook

regarding attendance policy
and requirements.
Communicate importance of
documentation to teachers.
Follow up with teachers
regarding students who are
consistently tardy or absent.
Work with teachers to ensure
communication about absences
and tardies before report card
time.

Families who were

C001
consistently tardy or
C002
absent in previous years
C003
are making an effort to be
on time and at school.
Teachers are
communicating school
expectations to parents on
a regular basis through
their class websites,
weekly newsletters and
personal emails.