School Improvement Plan Comprehensive Needs Assessment School: Root ES Plan Year 2014-2016 Page 1 of 20 Data Components Areas of Strengths Areas of Concern Student Achievement AMO * As a school, the group All Students has met and exceeded their AMO targets in reading and math the last two years. 11-12 exceeded reading growth by 10.9 points and in math by 1.3 points 12-13 exceeded reading growth by 14.2 points and in math by 12.3 points * The group White students has met and exceeded their AMO targets in reading and math the last two years. 11-12 exceeded reading growth by 14.3 points and in math by 7.1 points 12-13 exceeded reading growth by 22.3 points and in math by 22.1 points * The group Academically Gifted students has met and exceeded their AMO targets in reading and math for 2012-13. 12-13 exceeded reading growth by 2.5 points and in math by 4.7 points EOGs * The reading scores for all grade levels 3-5 either met or exceeded the WCPSS scores in the last two years. 11-12 exceeded reading growth in third grade by 2.1 points 12-13 exceeded reading growth in third grade by 6.2 points 11-12 exceeded reading growth in fourth grade by 10.6 points 12-13 short of meeting reading growth in fourth grade by only 0.1 points 11-12 exceeded reading growth in fifth grade by 1.5 points 12-13 exceeded reading growth in fifth grade by 0.7 points EVAAS * 4th grade has exceeded expected growth in math the past two years 2012 exceeds expected growth (3.8) 2013 exceeds expected growth (4.5) * 4th grade has met expected growth in reading the past two years 2012 meets expected growth (2.2) 2013 meets expected growth (-2.8) * 5th grade has met expected growth in reading the past two years 2012 meets expected growth (2.1) 2013 meets expected growth (-1.8) ALP *Of the 40 students that were in red on the BOY, by the MOY 20 of them (50%) had moved to yellow and green *Of the 14 students that were in yellow on the BOY, by the MOY 7 of them (50%) had moved to green AMO * As a school, the group Economically Disadvantaged Students has not met their AMO targets in reading and math the last two years. 11-12 below targeted reading growth by 5.0 points and in math by 18.0 12-13 below targeted reading growth by 5.8 points and in math by 6.6 * The group Black students has not met their AMO targets in reading in the past year and math in the last two years. 11-12 below targeted math by 9.6 points 12-13 below targeted reading growth by 6.4 points and in math by 5.2 points EOG (12-13) * 3rd grade math scores scores were slightly below the county average, 1.5 points * 4th grade math and reading scores were also slightly below the county average, .4 points and .1 points respectively * 5th grade math and science scores were well below the county average, 22.4 points and 19.3 points respectively K-2 Book Level Standards * Kindergarten is below the county average 10-11 4.2 points 11-12 5.7 points * 1st grade is below the county average 10-11 4.8 points 11-12 2.8 points * 2nd grade is below the county average 10-11 .7 points 11-12 1.8 points K-2 Math Strands Proficiency * Kindergarten is below the county average 10-11 5.4 points 11-12 6.9 points * 1st grade is below the county average 10-11 5.5 points * 2nd grade is below the county average 10-11 1.8 points 11-12 1.9 points EVAAS * 5th grade did not meet expected growth in math 2012 -5.5 points * 5th grade did not meet expected growth in science 2012 -2.9 points 2013 -2.1 points
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School Improvement Plan
Comprehensive Needs AssessmentSchool: Root ESPlan Year 2014-2016
Page 1 of 20
DataComponents Areas of Strengths Areas of Concern
Stud
ent
Achi
evem
ent
AMO* As a school, the group All Students has met and exceeded their AMO targets in reading and math the lasttwo years. 11-12 exceeded reading growth by 10.9 points and in math by 1.3 points 12-13 exceeded reading growth by 14.2 points and in math by 12.3 points * The group White students has met and exceeded their AMO targets in reading and math the last two years. 11-12 exceeded reading growth by 14.3 points and in math by 7.1 points 12-13 exceeded reading growth by 22.3 points and in math by 22.1 points
* The group Academically Gifted students has met and exceeded their AMO targets in reading and math for2012-13. 12-13 exceeded reading growth by 2.5 points and in math by 4.7 points
EOGs* The reading scores for all grade levels 3-5 either met or exceeded the WCPSS scores in the last two years. 11-12 exceeded reading growth in third grade by 2.1 points 12-13 exceeded reading growth in third grade by 6.2 points
11-12 exceeded reading growth in fourth grade by 10.6 points 12-13 short of meeting reading growth in fourth grade by only 0.1 points 11-12 exceeded reading growth in fifth grade by 1.5 points 12-13 exceeded reading growth in fifth grade by 0.7 points
EVAAS
* 4th grade has exceeded expected growth in math the past two years 2012 exceeds expected growth (3.8) 2013 exceeds expected growth (4.5)
* 4th grade has met expected growth in reading the past two years 2012 meets expected growth (2.2) 2013 meets expected growth (-2.8)
* 5th grade has met expected growth in reading the past two years 2012 meets expected growth (2.1) 2013 meets expected growth (-1.8)
ALP*Of the 40 students that were in red on the BOY, by the MOY 20 of them (50%) had moved to yellow and green*Of the 14 students that were in yellow on the BOY, by the MOY 7 of them (50%) had moved to green
AMO* As a school, the group Economically Disadvantaged Students has not met their AMO targets in reading and maththe last two years. 11-12 below targeted reading growth by 5.0 points and in math by 18.0 12-13 below targeted reading growth by 5.8 points and in math by 6.6 * The group Black students has not met their AMO targets in reading in the past year and math in the last two years. 11-12 below targeted math by 9.6 points 12-13 below targeted reading growth by 6.4 points and in math by 5.2 points
EOG (12-13)
* 3rd grade math scores scores were slightly below the county average, 1.5 points* 4th grade math and reading scores were also slightly below the county average, .4 points and .1 pointsrespectively * 5th grade math and science scores were well below the county average, 22.4 points and 19.3 points respectively
K-2 Book Level Standards
* Kindergarten is below the county average 10-11 4.2 points 11-12 5.7 points
* 1st grade is below the county average 10-11 4.8 points 11-12 2.8 points
* 2nd grade is below the county average 10-11 .7 points 11-12 1.8 points
K-2 Math Strands Proficiency
* Kindergarten is below the county average 10-11 5.4 points 11-12 6.9 points
* 1st grade is below the county average 10-11 5.5 points
* 2nd grade is below the county average 10-11 1.8 points 11-12 1.9 points
EVAAS
* 5th grade did not meet expected growth in math 2012 -5.5 points* 5th grade did not meet expected growth in science 2012 -2.9 points 2013 -2.1 points
School Improvement Plan
Comprehensive Needs AssessmentSchool: Root ESPlan Year 2014-2016
Page 2 of 20
DataComponents Areas of Strengths Areas of Concern
Inst
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s Reading Instruction (mClass)* Of the 70 students at Root in yellow on the BOY, 71% moved to green* Of the 373 students at Root in green on the BOY, 94% remained in green
Reading Instruction (mClass)*Of the 74 students in red at the beginning of the year, 54% stayed in the red
*Progress monitoring of students in the red and yellow is not completed with fidelity.
Staf
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Stud
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Dem
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Student Demographics* Root hast he lowest risk factor in Central area - 62.3%2011-12 Data* Total Number of Students Enrolled: 434* White Students Percentage: 64.3%* Black Students Percentage: 26.5%* Hispanic Students Percentage: 4.8%* LEP Percentage: 1.6%* ESL Percentage: 0.9%* Free/Reduced Percentage: 26.7%2012-13 Data* Total Number of Students Enrolled: 513* White Students Percentage: 61.2%* Black Students Percentage: 21.8%* Hispanic Students Percentage: 12.7%* LEP Percentage: 7.2%* ESL Percentage: 4.5%* Free/Reduced Percentage: 30.0%2013-14 Data* Total Number of Students Enrolled: 528* White Students Percentage: 67.2%* Black Students Percentage: 19.9%* Hispanic Students Percentage: 9.1%* LEP Percentage: 4.0%* ESL Percentage: 3.8%* Free/Reduced Percentage: 31.4%Staff Demographics* 33% of Root teachers have advanced degrees.* Number of Nationally Board Certified teachers has increased* Turnover rate has declined from 16% to 3%
Student Demographics*Free Reduced population has grown by 4.7% since 2011-12*Root's student population has grown by 94 students since 2011-12
Perc
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Teacher Working Conditions Survey*Staff feels Root is a good place to work and learn - 93.3%*Majority of staff feels that they are recognized as educational experts and recognized for theiraccomplishments - 81.3%
Teacher Working Conditions Survey*There was 44.44% participation in 2012. In 2010, there was 86.11% participation.*In 2012, 62.5% of teachers felt there was an atmosphere of trust and mutual respect.*In 2012, 56.3% of teachers felt that school leadership consistently supported teachers.*In 2012, 68.8% of teachers felt comfortable raising issues and concerns that were important to them.*In 2012, 66.7% of teachers felt they had an appropriate level of influence in decision making in the school.*In 2012, 56.3% of teachers felt that the faculty and staff had a shared vision.
Parent/Community Concerns*Need to keep Root as a viable option for families who could go elsewhere (private schools or other Wake Countyschools).
School Improvement Plan
Comprehensive Needs AssessmentSchool: Root ESPlan Year 2014-2016
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DataComponents Areas of Strengths Areas of Concern
Prog
ram Behavior
* In 2013-14, there have been 37 major referrals to the office.Behavior* Of the 37 behavior referrals and suspensions, 31 or 84%, were minority students.
*Root's minority and free-reduced populations arenot meeting their AMO targets. There is a largeachievement gap between these groups and theirwhite and non free-reduced counterparts.
• Students not familiar withconcepts/vocabulary• Lack of confidence with the materials• The approach to the curriculum varies withingrade level• The approach to curriculum varies betweengrade levels
PLTs need to work together to identify appropriatestrategies/interventions that are designed to bestmeet students' needs utilizing the resources thatare currently available.
Track student progress to make regularadjustments as needed and ensure thatinterventions are working.
Progress monitoring students at required intervals.(Red - every 7 days, Yellow - every 20 days)
Increase frequency and effectiveness ofproject-based units of study.
*Disproportionate amount of minority studentsreferred to the office that is not reflective of theschool's population.
• Varied population with various needs• May need more work in developing skills incultural proficiency
Conscious Discipline implementation
PBIS expectations
Book study on cultural proficiency
School Improvement Plan
Comprehensive Needs AssessmentSchool: Root ESPlan Year 2014-2016
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Data SummaryDescribe your conclusionsContinue implementation of Daily Five and vocabulary acquisition with focus on implementation of formative and anecdotal data to target instruction.
PLTs need to incorporate common planning and work together to identify appropriate strategies/interventions that are designed to best meet students'needs.
Data shows that there is a disproportionate amount of minority students referred to the office that is not reflective of the school's population.
School Improvement Plan
Membership of School Improvement TeamSchool: Root ESPlan Year 2014-2016Principal: Blaine ClarkDate: Sep - 2013
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SIP Team MembersName School Based Job Title
1 Allison Paysour Teacher2 Blaine Clark Principal3 Brad Peterson Teacher4 Dawn Ellis Teacher5 Fran Mastropolo Teacher6 Julie Cook Teacher7 Kathy Johnson Teacher8 Katie Cannon Teacher9 Kenya Moore-Kerr Assistant Principal10 Kimberly Durland Parent11 Linda Griggs Teacher12 Lisa Hodnett Teacher Assistant13 Nancy Hunsucker Teacher14 Nancy Torborg Instructional Support Personnel15 Sarah Rhodes Teacher16 Sue Hladik Instructional Support Personnel
School Improvement Plan
Mission, Vision and Value StatementsSchool: Root ESPlan Year 2014-2016Date: Mar - 2012
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Mission Statement:A community that loves learning, loves learners, and is a place where everyone works for everyone'ssuccess.
Vision Statement:Provide a respectful, high quality learning community where everyone is nurtured and inspired to becomea 21st century learner.
Value Statement:We, as a Professional Learning Community (PLC), at RootAre responsible for the learning of all studentsTouch the hearts and minds of every studentFocus resources on learningTake pride in our learning environmentAccept differences and embrace diversityRespect and support one anotherDemonstrate positive behaviorsPraise efforts, celebrate success
Our PLC at Root includes teachers, all other non-certified personnel, parents, students and anycommunity members.
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Root ESPlan Year 2014-2016LEA: Wake County (920)
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School Goal All subgroups will meet their AMO proficiency targets andmeet or exceed expected growth in reading and math byJune 2016 (Vocabulary Across the Curriciulum)
Goal Manager Nancy HunsuckerStrategic Directive Focus on Learning and Teaching
State Board of Education Goal Globally Competitive StudentsData Justification for Goal Based onComprehensive Needs Assessment
mClass, Reading data, EOG data
1 Key Process In order to focus on the 'Expand Vocabulary' element of Daily Cafe,teachers will utilize Vocabulary's CODE strategies across all content areas.
Process Manager Fran MastropoloCompletion Date Jun - 2016
Restrainers None
Resources Daily Five literatureVocabulary CODE StrategiesEdSphereRead to Achieve planPrincipal has discretion and flexibility with transfers of funds andconversions of ADM to meet educational needs of the school
Measurable ProcessCheck(s)
Vocabulary team will analyze report card/Case 21/mClass informationquarterly to monitor effectiveness of literacy/vocabulary instruction.
1 Action Step Vocabulary committee will share vocabulary buildingstrategies with teachers throughout the year. (Vocabulary's CODE strategies)
Timeline From 8/2014 To 6/2015
2 Action Step Each grade level will produce a list of up to 10 of theirmost important academic vocabulary words for the 4core subjects.
Timeline From 9/2014 To 11/2014
3 Action Step Teachers will include vocabulary work in thedaily/weekly lesson plans.
Timeline From 9/2014 To 6/2015
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Root ESPlan Year 2014-2016LEA: Wake County (920)
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School Goal The Student Behavior and Professional Trust and Respectdomains of the TWC will be at or above 90% and 85%respectfully by June 2016. (Climate Goal - Behavior)
Goal Manager Sarah Catherine RhodesStrategic Directive Focus on Learning and Teaching
State Board of Education Goal 21st Century StudentsData Justification for Goal Based onComprehensive Needs Assessment
SIS (Student Information System) data
1 Key Process Grade level PLTs will plan interventions for students whose behaviors aredisruptive or who do not meet school-wide behavior expectations.
Process Manager Jane HemingwayCompletion Date Jun - 2016
Restrainers None
Resources SIS (Student Information System) dataCharacter Education instruction
Measurable ProcessCheck(s)
Conscious Discipline representative will monitor student behavior quarterlyby accessing SIS data to determine the impact of student behaviorinterventions.
2 Action Step PLTs will implement the monthly intervention strategy.
Timeline From 9/2014 To 6/2016
3 Action Step Grade level PLTs will meet quarterly to analyze SISdata.
Timeline From 9/2014 To 6/2016
4 Action Step Teachers will analyze parental support as a factor instudent behavior and report this information to PLTs.
Timeline From 9/2014 To 6/2016
5 Action Step Grade level PLTs will decide whether or not to requestinvolvement from the support staff (counselor, socialworker, nurse, etc.) to connect with parents
Timeline From 9/2014 To 6/2016
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Root ESPlan Year 2014-2016LEA: Wake County (920)
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6 Action Step Conscious Discipline committee will provideintervention strategies and suggest interventionstrategies (professional development and suggestedinterventions)
Timeline From 9/2014 To 6/2016
7 Action Step Training in Conscious Discipline will occur at thebeginning of the 2014-15 school year.
Timeline From 8/2014 To 9/2014
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Root ESPlan Year 2014-2016LEA: Wake County (920)
Page 10 of 20
School Goal By the end of the 2016 school year, Professional Trust andRespect for Staff will improve at Root Elementary. (ClimateGoal - Staff Morale)
Goal Manager Brad PetersonStrategic Directive Retaining, Recruiting, and Training High Quality Employees
State Board of Education Goal 21st Century ProfessionalsData Justification for Goal Based onComprehensive Needs Assessment
Survey results - TWC survey
1 Key Process Create and implement a structure that highlights and respects teacher'sexpertise throughout the year.
Process Manager Nancy TorborgCompletion Date Jun - 2016
Restrainers None
Resources Quarterly TWC surveysDuty-free lunch and planningPrincipal has discretion and flexibility with transfers of funds andconversions of ADM to meet educational needs of the schoolEmergency Operations PlanHealth and Safety Plan
Measurable ProcessCheck(s)
Morale Team will analyze survey results tri-mesterly to provide informationto all staff on professional morale.
1 Action Step Technology Specialist will administer modified TWCsurvey to measure the effectiveness of teacherrecognition (September, December and May)
Timeline From 9/2014 To 6/2016
2 Action Step Administration will reserve five minutes at monthlystaff meeting to recognize professional expertise.
Timeline From 9/2014 To 6/2016
3 Action Step SIP Team will determine expectations foracknowledging accomplishments throughout the year(September, December, and May)
Timeline From 8/2014 To 9/2014
4 Action Step Staff will create a master "Rewards List" to be usedwhen recognized for accomplishments.
Timeline From 8/2014 To 9/2014
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Root ESPlan Year 2014-2016LEA: Wake County (920)
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5 Action Step Classroom teachers will have the opportunity toprovide staff development sharing their expertise(twice per year).
Timeline From 9/2014 To 6/2016
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Root ESPlan Year 2014-2016LEA: Wake County (920)
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School Goal All subgroups will meet their AMO proficiency targets andmeet or exceed expected growth in reading and math byJune 2016.(Academic Goal - PLTs with fidelity)
Goal Manager Jennifer WelkerStrategic Directive Focus on Learning and Teaching
State Board of Education Goal 21st Century StudentsData Justification for Goal Based onComprehensive Needs Assessment
EOG data in reading and math, mClass
1 Key Process Teachers across grade levels will participate and contribute in effectiveweekly PLTs that move all subgroups of students academically, based oncontent area data
Process Manager Kenya Moore-KerrCompletion Date Jun - 2014
Restrainers None
Resources Weekly grade level PLTs
Student assessments
PLT recorded data/meeting minutes
EVAAS
Measurable ProcessCheck(s)
Ms. Moore Kerr will monitor the PLT data sheet monthly to determine thefidelity of PLT cycle implementation
1 Action Step Teachers will use essential learning data from the PLTdata form to determine which objectives/skills totarget during weekly Intervention Time to providedifferentiation for all subgroups or students
Timeline From 9/2013 To 6/2014
2 Action Step Every PLT cycle, which is 3-4 weeks, the PLTs willanswer the Four Essential Questions of PLTs asdescribed:(a) What do we want our students to learn?(b) How do we know if the students are learning?(c) How do we respond if they don't learn?(d) How do we respond if they already know it?
Timeline From 9/2013 To 5/2014
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Root ESPlan Year 2014-2016LEA: Wake County (920)
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3 Action Step PLTs will create/select/analyze agreed upon commonformative assessments at least 3 times per quarter
Timeline From 9/2013 To 6/2014
4 Action Step PLTs will record data and response to data at least 3times per quarter (save PLT data form to sharedfolder)
Timeline From 9/2013 To 6/2014
5 Action Step Provide coaching that will support teachers duringtheir outlined weekly coaching day as needed.
Timeline From 9/2013 To 6/2014
6 Action Step Training on the Student Work Protocol will occur atthe beginning of the 2014-15 school year.
Timeline From 8/2014 To 9/2014
7 Action Step 5th grade PLT will use EVAAS to identify struggling5th graders.
Timeline From 9/2014 To 10/2014
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Root ESPlan Year 2014-2016LEA: Wake County (920)
Page 14 of 20
School Goal All subgroups will meet their AMO proficiency targets andmeet or exceed expected growth in reading and math byJune 2016.(Math goal)
Goal Manager Sue HladikStrategic Directive Focus on Learning and Teaching
State Board of Education Goal 21st Century StudentsData Justification for Goal Based onComprehensive Needs Assessment
EOG/Case 21 data, mClass
1 Key Process Teachers across grade levels will implement the engineering instructionalprocess model (e.g., ask-imagine-plan-create-improve) as a problemsolving tool during math instruction when appropriate.
Process Manager Shelley ThackerCompletion Date Jun - 2016
Restrainers None
Resources STEM teacherTechnology teacherStaff developmentPrincipal has discretion and flexibility with transfers of funds andconversions of ADM to meet educational needs of the school
Measurable ProcessCheck(s)
Curriculum team will monitor walkthrough data monthly to determine thefidelity of implementation
Curriculum team will monitor Case 21/report card data quarterly todetermine impact of instruction
1 Action Step Plan math development in the summer of 2014.
Timeline From 7/2014 To 8/2014
2 Action Step The Curriculum Team willl create a walkthroughinstrument to identify necessary/observablecomponents of engineering instructional model in theclassroom (Math first; September 2014)
Timeline From 9/2014 To 11/2014
3 Action Step The Curriculum Team will use the walkthroughinstrument to check that the tool is on the wall in theclassroom and being used when appropriate.
Timeline From 9/2014 To 6/2016
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Root ESPlan Year 2014-2016LEA: Wake County (920)
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4 Action Step The Curriculum Team will share and discuss resultswith individuals and at quarterly faculty meetings(09/14, 12/14, 03/15, 06/15)
Timeline From 9/2014 To 6/2015
5 Action Step Teachers will display the problem solving tool in theirclassroom and will introduce and model the process.
Timeline From 8/2014 To 11/2014
6 Action Step IRT and/or teacher leaders will provide on-goingprofessional development on the engineeringinstructional model (Aug. 2014 and then as needed)
Timeline From 9/2014 To 6/2016
7 Action Step Teachers will incorporate the engineeringinstructional model in their planning and classroominstruction throughout the school year
Timeline From 9/2014 To 6/2016
School Improvement Plan
Waiver RequestSchool: Root ESPlan Year 2014-2016
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Date Apr - 2014Waiver RequestedN/AHow will this waiver impact school improvement?No waiver is needed at this timePlease indicate the type of waiver: StatePlease indicate the policy to be waived None
School Improvement Plan
Summary Sheet of Professional Development ActivitiesSchool: Root ESPlan Year 2014-2016School Year: 2014-2015
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Development Activities for Topic: Participants: Goal Supported: Supporting Data:Conscious Disciplinetraining by outsideprofessional. Minitrainings will be ledby staff members.
All Staff The Student Behavior andProfessional Trust and Respectdomains of the TWC will be at orabove 90% and 85% respectfullyby June 2016. (Climate Goal -Behavior)
The high percentage ofreferrals for minoritypopulations.
Looking at StudentWork Protocol
ClassroomTeachers
Teachers across grade levels willparticipate and contribute ineffective weekly PLTs that moveall subgroups of studentsacademically, based on contentarea data
Percentage of students notmeeting their AMO target ornot making growth on mClass.
Book studies oncultural proficiency
All staff Grade level PLTs will planinterventions for students whosebehaviors are disruptive or whodo not meet school-wide behaviorexpectations.
Data shows that there is adisproportionate amount ofminority students referred tothe office, 87% of majorreferrals, that is not reflectiveof the school's population.
School Improvement Plan
Summary Sheet of Professional Development ActivitiesSchool: Root ESPlan Year 2014-2016School Year: 2015-2016
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Development Activities for Topic: Participants: Goal Supported: Supporting Data:
School Improvement Plan
Intervention Planning MatrixSchool: Root ESPlan Year 2014-2016School Year: 2014-2015
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Reading Math Behavior
Student IdentificationMatrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
Matrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
Matrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
InterventionStructure
Matrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
Matrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
Matrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
InstructionMatrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
Matrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
Matrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
AssessmentMatrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
Matrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
Matrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
Curriculum/ResourcesMatrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
Matrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
Matrix is due and will be completed by thefirst student day of the 2014-2015 schoolyear.
School Improvement Plan
Intervention Planning MatrixSchool: Root ESPlan Year 2014-2016School Year: 2015-2016
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Reading Math BehaviorStudent IdentificationInterventionStructureInstructionAssessmentCurriculum/Resources
