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Vision
Building a community that inspires curiosity, creativity and achievement.
**Aspirational Goals
1. All students will read at or above grade level by 3rd grade and continue to read at or above grade level thereafter.
2. All students will meet grade-level and course-specific curriculum standards each year and complete an established educational
and/or career pathway by graduation.
3. All students will be provided quality instruction using appropriate technology.
4. All students will be healthy, informed, and productive citizens.
** Aspirational Goals are subject to change pending BOE approval.
Theory of Action
Great Teaching begins with...
Ensuring students master established curriculum standards.
Ensuring students master literacy and technology skills.
Providing engaging instruction through the use of technology.
Providing safe, orderly, and inviting learning environments.
Establishing and maintain effective relationships with students, parents and colleagues.
Effectively participating in a professional learning community focused on improving student achievement.
Great School Leadership begins with...

Establishing and maintaining high expectations for student learning and achievement.
Establishing and maintaining high expectations for teacher performance.
Establishing and maintaining safe, orderly and inviting learning environments.
Providing resources and professional development to empower teachers to perform at a highly effective level in the classroom
and as members of a Professional Learning Community.
Establishing and maintaining a professional learning community that is focused on improving student achievement.
Providing engaging instruction through the use of technology.
1
School Improvement Plan
2016 - 2017
Principal:
Eric Meredith
Assistant Principals:
Raegon Clutz
Tamsyn Wilson
School Improvement Team Members

Sit Chairs:
Jessica Fath
Beth Plume
Lead Teachers:
Liz Morman and Jeremy Trammelle
Members:
Lori Clark, Ashley Stottlemyer, Jessica Wilkinson, Erin Fox, Joni Smith, Brooke Beinhower, Megan Pendley,
Barbara Wollard, Shane Miller, Jeffrey Sievers, and Jen Ritter
2
Comprehensive Needs Assessment
We utilized this data, as well as current data to create the goals and strategies below.
Kindergarten Reading Data COP F&P
89% met a stanine of 4 or higher 89% met a level A or higher
Grade Level EOY 2016 Map Reading Data Highest Strand Weakest Strand
(At or Above GL)
1 97% of students met a stanine CAP/Foundational Skills Informational Text

of 4 or higher Story Elements and Basic Higher Level Thinking
76% of students met a level D Comprehension Questioning skills with reading
or higher
2 31.7% Vocabulary Use Foundational Skills
3 27.4% Informational Literature
4 49.6% Literature Vocabulary Acquisition and

Use
5 53.4% Vocabulary Acquisition and Informational Text

Use
3
Comprehensive Needs Assessment Math
Grade Level EOY 2016 Map Math Data Highest Domain Weakest Domain
(At or Above GL)
1 N/A Geometry Numbers and Operations

Number Sense Solving story problems
2 65% Geometry
Measurement and Data
3 27.7% Geometry Operations and Algebraic

Thinking
4 47.8% Geometry Number and Operations
5 44.5% Number and Operations Measurement and Data
Pangborn Focus Standard Data
Grade Level RI/RL 4 RI/RL 9
K 91% 89%
1 82% 82%
2 91% 46%
3 37% 64%
4 60% 59%
4
5 63% 59%
Aspirational Goal 1: All students will read at or above grade level by 3rd grade and continue to read at or above grade level
thereafter.
___________________________________________________________________________________________________________
Measurable Objectives for Goal 1

Measurable Objectives should include both current and target performance levels
1. In the 2015-2016 School Year 72.3% of students in grades 1-5 met their expected grade level lexile Target. In the 2016-2017 School
Year 77% of students in grades 1-5 will meet or exceed the expected grade level lexile target and grade level fluency expectation.
Reference the data chart below for end of year expectations.

Marking period checkpoints for lexile and fluency can be located on
Grade Level ELA Modules.
Grade Level EOY Lexile Target EOY Fluency Expectation (wcpm)
1 420 F&P Level J text, 53 wcpm
2 580 F&P Level L text, 80 wcpm
3 740 F&P Level P text, 110 wcpm
4 833 F&P Level S text, 115 wcpm
5 925 F&P Level V text, 130 wcpm
5
2. In the 2016-2017 School Year 70% of Pre-K students will be reading on a level A based on the F&P Assessment or at a Stanine of 4
on the Concepts About Print by the end of the year. 75% of K students will be reading on a level D based on the F&P assessment or a
Stanine of 4 based on the Concepts About Print Assessment by the end of the year.
Strategy 1:Teachers in grades 1-5 will acquire knowledge gained from data collected at Fall, Winter, and Spring Map assessment window
to inform their instruction in Reading. Pre-K and K teachers will acquire knowledge using F&P data and Kindergarten Concepts About
Print Assessment.
Person(s) Responsible Timeline Assessment New or

Who are the persons responsible? What is the timeline? When and how will the objective be measured? Continuing
(Type C or N)
All Teachers Fall 2016 to Spring 2017 Teachers will look at weak strands within the
Lead Teachers data. Informal and formal assessments will be
Administration given daily to track progress between MAP N
Administrations. All data will be collected and
tracked on the 16-17 Data Collection Sheet.
Data collected will be used to plan for
instruction.
All Teachers Marking Period 3 - 4 Teachers will look at weak strands within the C
Extended Learning Teachers data and choose struggling students to attend
our before school program, Panther Club.
Data collected will be used to plan
differentiated instruction to meet the needs of
the struggling learners in the area of Reading.
Has the strategy been 0 Unknown Next Steps:

implemented? 1 Not yet initiated
2 In progress 2
3 - Completed Data tracking has begun through the use of our Data Collection sheet - See
attached.
6
Panther Club will begin after the first of the year.
What evidence do I have that Evidence: Next Steps:
the strategy is effective?
Data conferences with teachers have begun related to instructional
delivery and creating their individual SLO.
Strategy 2: In order to plan, create assessments, and differentiate their instruction to meet the needs of all learners teachers will use the 4
As (Assess, Analyze, Act, Adjust) and the UbD template.

(Type C or N)
All Teachers Fall 2016 to Spring 2017 Teachers will meet horizontally, and at vertical
Lead Teachers CFIPs, to plan and create units and
Administration assessments. Classroom teachers will N
collaborate with GATE, ELL, Special
Education, and Lead Teachers to plan
differentiated lessons/units and to analyze
work and data to determine effectiveness of
instruction.
Pre-Kindergarten
Kindergarten
First
Second
Third
Fourth
Fifth

2 In progress 2
3 - Completed
7
Horizontal, vertical CFIPs with all parties consisting of assessment creation,
scoring, looking at, and discussing student work have been on going as
evident by the links attached.
the strategy is effective? See links attached.
Strategy 3: Data conferences will be held with Pre-K and K teachers and co/teachers after each CAP assessment to track performance
data and set attainable goals. Data conferences will be held with all grade 1-5 classroom teachers and co/teachers after each MAP to
track performance data and set attainable goals.

(Type C or N)
Administration Fall, Winter and Spring After each assessment, Data Conferences will C
Lead Teachers occur to analyze data and determine next
Teachers steps for student growth. All data will be
collected and tracked on the 16-17 Data
Collection Sheet. Professional goals will be set
based on individual student needs.

2 In progress 2
3 - Completed Data has been collected and conferences are currently being scheduled
and facilitated between LTs and administration.
8
Strategy 4:Teachers in grades 1 to grade 5 will include fluency instruction and practice as part of their daily reading block.

(Type C or N)
Classroom Teachers grades 1-5 Year Long Teachers will utilize the end of the year fluency N
Co-Teachers targets corresponding to the equivalent F&P
Lead Teacher level per marking period. All data will be
Paraprofessionals collected and tracked on the 16-17 Data
Collection Sheet.

2 In progress 2
3 - Completed Data has been collected and instruction is being differentiated on a daily
basis to meet the needs of all students through small group instruction
and a co-teaching model in some classrooms.
Some grade levels are using programs such as ----------

9
Aspirational Goal 2: All students will meet grade-level and course-specific curriculum standards each year and complete an
established educational and/or career pathway by graduation.
___________________________________________________________________________________________________________

1. At the end of the 2015/2016 school year, there was a 19% growth of students who met/exceeded the expectation of common grade
level reading assessments, focusing on CCSS standards RL/RI 4 and RL/RI 9. By the end of the 2016-2017 school year, there will be a
25% growth of students will meet/exceed the established target as shown in the chart below.
The average score for common grade level reading assessments, focusing on CCSS standards RL/RI 4 and RL/RI 9 were as follows:
16/17 Grade Level Data RI/RL 4 BOY RI/RL 4 EOY RI/RL 9 BOY RI/RL 9 EOY
K 39% 27%
1 38% 21%
2 33% 31%
3 31% 31%
4 29% 37%
5 55% 54%
10
2. In the 2015-2016 School Year 44.6% of students in grades 1-5 met their projected grade level RIT. In the 2016-2017 School Year
50% of students in grades 1-5 will meet the grade level math expectations.
16/17 Grade Level Data MAP Math Fall 2016 MAP Math Spring 2017
(At or Above GL) (At or Above GL)
1 40%
2 59%
3 41%
4 46%
5 31%
Average 43.4%
Strategy 1:Teachers will acquire knowledge gained from the the data collected from the Pangborn Focus Standard assessments to inform
their instruction on standards RL4/RI4 and RL9/RI9 to improve overall student performance on the Map and Parcc Assessment.

(Type C or N)
Teachers Year-long After each assessment, meetings will occur to

Co-Teachers analyze data and determine next steps for C
Lead Teachers student growth. All data will be collected and
tracked on the 16-17 Data Collection Sheet.
Professional goals will be set based on
individual student needs.
11
2 In progress 2
3 - Completed Assessments have been administered, analyzed, and discussed. Data has
been collected and instruction is being differentiated on a daily basis to
meet the needs of all students through small group instruction and a
co-teaching model in some classrooms.

the strategy is effective?
Strategy 2: Teachers will use the 4As (Assess, Analyze, Act, Adjust) Model to plan, create assessments, and inform their instruction
across all content areas.

(Type C or N)
Teachers Year-long Teachers will plan and meet vertically at

Co-teachers CFIPs, and horizontally to plan and create
Lead Teachers units and assessments. Classroom teachers
Administrations will collaborate with GATE, ELL, Special N
Education, and Lead Teachers to plan
differentiated lessons/units and to analyze
work and data to determine effectiveness of
instruction.
Pre-Kindergarten
Kindergarten
First
Second
Third
12
Fourth
Fifth
Strategy 3: Teachers will incorporate at least one performance task by the end of each math module to support the disciplinary transfer
goal (making meaning and preserving through complex math problems).

(Type C or N)
Teachers Once per marking period Teachers will create performance tasks using
Co-teachers the UbD model. Classroom teachers will
Lead Teachers collaborate with GATE, ELL, Special N
Education, and Lead Teachers to create
differentiated performance tasks.
Pre-Kindergarten
Kindergarten
First
Second
Third
Fourth
Fifth
13
Aspirational Goal 3: All students will be provided quality instruction using appropriate technology
___________________________________________________________________________________________________________

1. Students in grades 3-5 will create a portfolio that documents their learning experiences in STEM and Computer Science that will
enable them to show their creativity, problem solving, critical thinking and logical reasoning to achieve the 21st century skills
becoming effective learners, collaborators, communicators and creators. It is the expectation that students upload one artifact
each marking period that demonstrates creativity, problem solving, critical thinking, and logical reasoning.
Strategy 1:Teachers will require students to upload a minimum of one artifact per marking period.

(Type C or N)
Classroom Teachers Year-long Students will utilize the WCPS Creativity,

Mr. Hurley Curiosity, and Problem Solving Rubric to N
Students select and self score artifacts within their
portfolios.
14
Aspirational Goal 4: All students will be healthy, informed and productive citizens.
___________________________________________________________________________________________________________

1. During the 2015 - 2016 school year our student attendance rate was, 95.30%. For the 2016 - 2017 school year our goal is to
show an increase of 0.5%, to 95.80%.
2. During the 2015-2016 School Year Pangborn students received 200 bus referrals. Utilizing the School Climates committees
focus of increasing positivity, preparedness, and peacefulness, Pangborn will decrease school and bus referrals by a minimum
of 10% during the 2016-2017 school year reducing the number to 195.
3. In the 2015-2016 School Year 10% of students and staff participated in the Million Mile Race. In the 2016-2017 all students will
participate in the Million Mile Race.
Strategy 1: Student attendance will be monitored by our Climate Committee. Data for faithful and perfect attendance will be collected and
students will be celebrated each Marking Period through an attendance Assembly.

(Type C or N)
Administration All year Each month school climate members will

Donna Myers award students with perfect attendance. C
15
School Climate Members Donna Myers will print out which students
have perfect attendance each month.
Strategy 2: Students with poor attendance will be determined through our Attendance Support Team and will be invited to join an
Attendance Club facilitated by our Guidance Counselor and School Family Liaison.

(Type C or N)
Administration All year long SST meetings will occur monthly to identify
PPW students difficulties on a timely basis to C
Anna Haupt provide sufficient information on which to base
Stephanie Claybon effective assistance.
Strategy 3: All staff will utilize newly created PAWS cards and the 3 Ps (Prepared, Positive, and Peaceful) of Pangborn to decrease
school-wide referrals.

(Type C or N)
Every staff member All year long Assess Synergy Referral data monthly
Bus drivers C
Administration
16
Strategy 4: Monthly incentives will be awarded to students who have met the expectations designed by the School Climate Committee
for positive cafe, bus, and classroom behavior.

(Type C or N)
School Climate Members All year long Monthly (menu of incentives, school wide
Staff Members rewards) N
Administration Daily/Weekly (VIP Lounge)
Strategy 5: Each class will participate in the Million Mile Race at some point in the year (weekly, monthly, or during a selected time) and
data will be submitted to Shane.

(Type C or N)
Shane Miller All year long Walking/Running data will be collected weekly
Staff and organized in a data chart. Data table will C
be displayed in the K hallway for
students/teachers to monitor yearlong
progress.
17
18
19
20
21
22
23
24
25
26
2016-2017 Professional Development Budget
PD Activity Workshop Pay Additional Pay Substitutes Materials Total
Horizontal
Team 0 $45/hour x55 staff 0 0 $27,225
Meetings x11 sessions
(Monthly)
SIT
Committee $25/hour x55 staff 0 0 0 $15,125
Meetings x11 sessions
(Monthly)
Day
Horizontal 0 0 $119 x 20 0 $2,380
Planning
Additional
Planning 0 $45/hour x55 staff x8 0 0 $19,800
hours
Book Study
$25/hour x20 staff x8 0 0 0 $4,000
sessions
ED Camp
$25/hour x30 staff x8 0 0 0 $6,000
sessions
CFIP Meetings
0 0 0 $40/book x75 staff $3,000
members
TOTAL $77,530
Title I Additional Pay Funding = $11,000
27
Additional Planning Expectations 2016-2017
Monthly Hours
Per Diem Rate
1 Horizontal
1 Individual Hour
Workshop Pay
Committees
ED Camp
After School PD Session
Monthly Meeting Schedule

Staff Meeting/Committee-1st Tuesday
nd
CFIP-2 Week Wednesday
rd
Horizontal- 3 Tuesday (3:15-3:45 Committee Share-out/3:45-4:30 Horizontal)
th
ED Camp -4 Tuesday (September, November, January, March, May)
Book Study Optional (Per diem)

1 hour per month
30 minutes to read, 30 minutes to discuss
Dates/expectations to be determined by members
Book Study Choices

1. P oor Students Rich Teaching by Eric Jensen
2. Bringing the Common Core to Life in K-8 Classrooms by Eric Jensen
Documenting Your Planning Hours

I. Horizontal-Sign-in,
Agenda, Minutes, Unit Plan with Evidence of Differentiation (SP Ed, ELL,GATE)
II. Committee-Sign-in, Agenda, Minutes, Artifact
28
III. Individual-An
Artifact - Pay sheet signed and artifact to your team leader
IV. ook Study-Sign-in, Artifact
B
***Committee Chair/Co-Chair and ED Camp Facilitators will receive Per Diem Rate***
High Quality and Ongoing Professional Development
School-Based Professional Development Plan
Type of Activity: Vertical CFIP Meetings
Purpose: To support Aspirational Goals 1, 2 and 3. Through the CFIP process participants will use the 4 As model to analyze data, plan for
instruction, and adjust instruction accordingly based on the needs of the students.
Date(s): Training(s): Participants: Budget or Supports:

Date(s): All teachers will be given an individual All Teachers, Lead Teachers, 40 min each
8/31,9/14,10/12, hour of planning to continue the work Administration
started in the CFIP meeting. 1 hour individual planning paid with
11/9,12/4,1/18, 2/15, 3/15, 4/19 Additional Planning Hours/Title I
5/10, 5/24 Funds
**additional dates to be
added as needed
Evaluation of PD Activity:
How did you measure the merit and worth of the activity and what were your findings? How do you plan to follow-up?Hours, Materials, Other Expenses)
Teachers will be required to turn-in an artifact from their individual planning which will be included in our Title I Binder for accountability purposes. Evaluations
will be sent out after each session which will include new ideas gained, next steps as a team, and implementation strategies
29
School-Based Professional Development Plan (contd)
Topic and Activity:Topic and Activity: Monthly Horizontal Meetings
Purpose: To support Aspirational Goals 1 and 2 teachers will plan units based on the information gained from Vertical CFIP meetings.
Date(s): Training(s): Participants: Budget:

8/16, 8/30, 9/20, 10/18, 11/15, Monthly meetings to create grade All Teachers, Lead Teachers, 1 hour after school paid for with
12/20, level units and assessment based Administration Additional Planning Funds/Title I
1/24, 2/21, 3/21, 4/25, 5/16 on the modules located on the Funds
ELA Portal
Units will be collected after each horizontal meeting. Units will include evidence of differentiation and next steps gained through the CFIP process. Units will be
collected and included in the Title I Binder. Teachers will also complete a team reflection on next steps.
30
Topic and Activity: SIT Committee Meetings
Purpose:Purpose: To support Aspirational Goals 1,2,3 and 4 the SIT Team will use of the 4 As Model to update the SIT plan.

8/13, 9/6, 10/4, 11/1, 12/6, 1/10, Monthly meeting using the 4 As All teachers, Lead Teachers, 1 hour after school paid for with
2/7, 3/7, 4/4, 5/2 Model to ensure that the SIP is a Administration, School Improvement Funds.
working, year-long document.
Updates to the SIT plan will be made during each meeting and the SIT Facilitators will share out changes/updates at a monthly staff meeting.
31
Topic and Activity: Day Horizontal Planning First Marking Period
Purpose: To support Aspirational Goals 1,2,3 and 4 to complete the three stages of the UbD process in a cohesive and collaborative
fashion.

To be determined Training will be held to provide PD on All teachers, Lead Teachers, 1 hour after school paid for with
the Curriculum Framework and Administration, School Based/Title I Funds.
Modules to model the process of
grouping standards, creating
assessment, and planning daily
activities using UbD.
This PD will drive the horizontal planning time that will occur each month. Unit plans will be submitted that will need to include all the components of the UbD
planning template.
32
Topic and Activity: Book Study
Purpose: To support Aspirational Goals 1 and 2, and provide teachers with the opportunity for personalized professional development

One Time per month beginning in 30 min spent reading, 30 min spent Voluntary staff 1 hour after school paid for with
October. discussing one of two books. Additional Planning Workshop Pay
Poor Students Rich Teaching

Bringing the Common Core to Life
By the end of the month, or next meeting, teachers will be required to submit an artifact based on the reading and discussion.
33
Topic and Activity: Teacher Led ED Camp Sessions
Purpose: To support aspirational goals 1,2,3 and 4 through enabling teachers the autonomy and leadership to personalize PD based on
individual professional goals of their choice.

(Full faculty, teams or departments) 1 hour after school paid for with
9/27, 11/29, 1/31, 3/28, 5/23 Workshop Pay with additional
planning funds.
Teachers will tweet out their reflection and next steps on twitter using #PBEedcamp @PangbornES during the Ed Camp Sessions.
34
2016 - 2017 Parent Involvement Funds
BUDGET
BEGINNING BALANCE - $9,080.00
FALL Into the Common Core curriculum night (PreK through 5th grades)... $750.00
th
MakerFest STEM Night (PreK through 5 grades)......... $750.00
th
Send-off to Summer learning celebration (PreK through 5 grades).... $900.00
st
Treasure Tuesday take-home reading program (PreK, Kindergarten, & 1 ) ... $450.00
st
LeapFrog Fridge Phonics take-home reading program (Kindergarten & 1 ) . $300.00
th
Summer Reading materials (Kindergarten - 5 ) .. $2,800.00
Volunteer Appreciation Celebration .. $150.00
Miscellaneous parent workshops .. $500.00
Miscellaneous student learning materials (books, manipulatives, etc.) . $1,750.00
SFL supplies ... $730.00
---------------------------
$9,080.00
35
Reform/Academic Achievement Strategies and Professional Development
School Wide Reform Strategies

At Pangborn, we are doing our best to attract and keep high quality teachers. Vertical teaming and shifting our mindset will again be our top
priorities for this school year. With the realization that we no longer teach specific grades, but students at various levels, it was decided that teams
would remain vertical with a mixture of grade levels to provide professional develop for our teachers to support the diverse needs of all students.
Through the vertical lens, we have a year-long focus on understanding and incorporating the essential curriculum, comprehensive curriculum and the
Pangborn Focus Standards. We will use the Grade Level Modules on the ELA Curriculum Content portal to develop units that meet the needs to our
diverse student population. The 4As Model will be utilized during the CFIP process to ensure that we are assessing students formally and informally
daily , analyzing assessment data, acting in a way that supports the data, and adjusting our daily instructional delivery which improve our overall data
in Reading and Math.
High Quality and On-going Professional Development

The Pangborn Focus Standards were established and created in the 2015-2016 by the Task Force. Through looking at MAP data and our
Common Assessment Data collected last year it was decided that these standards would remain the focus for the 2016-2017 school year. The
common reading assessments created by the instructional practice committee last year were revised and will be used again this year to track student
progress on these predetermined standards. Assessments will be given in the fall and spring, with informal data being collected and discussed
throughout the year at vertical and horizontal team meetings.
We will continue to have vertical CFIP meetings this year that will be held five times per marking period in teachers classrooms on a
rotating basis. The purpose of our CFIP meetings will be to provide opportunities to engage in professional conversations to further develop
acquisition, meaning and transfer. Through these understandings we will also be grouping standards, creating assessments, examining artifacts,
having collaborative discussions and looking at data. The 4 As Model located on the CES Curriculum Portal will be used to ensure that we remain
focused on improving our instruction which will lead to an increase in the number of students meeting their projected grade level lexile target.
Plans for Assisting Preschool Children in the Transition from Early Childhood Programs to Elementary School Programs
This year Pangborn added a second Pre-K classroom to assist with the transition that occurs each school year. All K and Pre-K students were
screened prior to the August start date. Students attending from the Head Start Program visited with their parents in May to ease the transition to their
new school. In addition to kindergarten screening, we offered and will be offering all entering kindergarten students and their parents the opportunity
36
to participate in kindergarten camp. During K-Camp, students get to meet their peers, take a tour of the building, and learn the arrival and dismissal
procedures. In June, all students and families are invited to participate in an End of the Year Celebration where they have opportunities to meet
and mingle other grade level teachers to prepare for the upcoming school year. A representative from Northern Middle comes in and speaks to 5th
graders to prepare them for Middle School in the Spring. Also, an open house night is offered by Smithsburg Middle School.
Measures to Include Teachers in Decisions Regarding the Use of Academic Assessments
Teachers will be given the opportunity to create grade level common assessments and transfer tasks at horizontal grade level professional
development meetings using the WCPS Essential Curriculum Modules. During in school professional development, teachers will be provided the
time to long range plan by marking period using the three phases of the UbD model. During vertical CFIP and horizontal professional development
meetings, protocols will be utilized to analyze data, examine student work, adjust units, and make instructional decisions to ensure that teachers are
active participants in the students/schools academic progress.
37

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Vision

Building a community that inspires curiosity, creativity and achievement.

Great School Leadership begins with...

School Improvement Team Members

Kindergarten Reading Data COP F&P

89% met a stanine of 4 or higher 89% met a level A or higher

1 97% of students met a stanine CAP/Foundational Skills Informational Text

2 31.7% Vocabulary Use Foundational Skills

3 27.4% Informational Literature

4 49.6% Literature Vocabulary Acquisition and

5 53.4% Vocabulary Acquisition and Informational Text

1 N/A Geometry Numbers and Operations

3 27.7% Geometry Operations and Algebraic

4 47.8% Geometry Number and Operations

5 44.5% Number and Operations Measurement and Data

Pangborn Focus Standard Data

Grade Level RI/RL 4 RI/RL 9

School Improvement Plan

Measurable Objectives for Goal 1

Reference the data chart below for end of year expectations.

1 420 F&P Level J text, 53 wcpm

2 580 F&P Level L text, 80 wcpm

3 740 F&P Level P text, 110 wcpm

4 833 F&P Level S text, 115 wcpm

5 925 F&P Level V text, 130 wcpm

Person(s) Responsible Timeline Assessment New or

Has the strategy been 0 Unknown Next Steps:

Person(s) Responsible Timeline Assessment New or

Has the strategy been 0 Unknown Next Steps:

Person(s) Responsible Timeline Assessment New or

Has the strategy been 0 Unknown Next Steps:

Person(s) Responsible Timeline Assessment New or

Has the strategy been 0 Unknown Next Steps:

Some grade levels are using programs such as ----------

Measurable Objectives for Goal 2

Person(s) Responsible Timeline Assessment New or

Teachers Year-long After each assessment, meetings will occur to

What evidence do I have that Evidence: Next Steps:

Person(s) Responsible Timeline Assessment New or

Teachers Year-long Teachers will plan and meet vertically at

Person(s) Responsible Timeline Assessment New or

Measurable Objectives for Goal 3

Person(s) Responsible Timeline Assessment New or

Classroom Teachers Year-long Students will utilize the WCPS Creativity,

Measurable Objectives for Goal 4

Person(s) Responsible Timeline Assessment New or

Administration All year Each month school climate members will

Person(s) Responsible Timeline Assessment New or

Person(s) Responsible Timeline Assessment New or

Person(s) Responsible Timeline Assessment New or

Person(s) Responsible Timeline Assessment New or

PD Activity Workshop Pay Additional Pay Substitutes Materials Total

Title I Additional Pay Funding = $11,000

Monthly Meeting Schedule

Book Study Optional (Per diem)

Book Study Choices

2. Bringing the Common Core to Life in K-8 Classrooms by Eric Jensen

Documenting Your Planning Hours

School-Based Professional Development Plan

Type of Activity: Vertical CFIP Meetings

Date(s): Training(s): Participants: Budget or Supports:

Topic and Activity:Topic and Activity: Monthly Horizontal Meetings

Date(s): Training(s): Participants: Budget: