Garrett Elementary Accountability Report Kids are our Business! October 14,

English Language Arts State increased advanced and proficient score by 7.1% Garrett increased advanced and proficient score by 26.4% 2

Mathematics State decreased advanced and proficient score by 7.3% Garrett increased advanced and proficient score by 6.7% 3

Science State increased advanced and proficient score by 0.8% Garrett decreased advanced and proficient score by 11.8% 4

% of Students Attending 90% of the Time Data and Monitoring

1.The use of student data binders was implemented in Kindergarten through 5 th grade for Reading, Mathematics, Behavior, and personal goals. 2.Garrett Elementary began our journey with The Leader In Me and was awarded a grant to help pay for training, coaching, and resources starting this year. 3.Over 90% of our teaching staff organized or presented at a HSD Professional Development Session during the 2014 – 2015 school year Garrett Elementary School’s Points of Pride

and HSD Accountability Plan Goals Results Goals Strategies : Utilize the Data Team Process in order to move over 80% of our students into Tier 1 or Proficient level based on eValuate, AIMSweb, DRA, and SRI data. 1.2: The use of student data binders will increase 3 rd - 5 th grade end of year scores on the eValuate test in Reading and Mathematics. 2.1: Through our PLC professional development, teachers will utilize Learning targets, Goal Setting, and Feedback 100%, 95%, and 90% of the time observed. 2.2:75% of classroom instruction will be in quadrants B, C, and D. 3.1:50% of our students will be involved with leadership teams and we will have at least 25 volunteers. 1.1: We achieved marks of 76% in Reading and 78% in Mathematics as determined in our data team meetings. 1.2: In Reading we went from 76% to 55%. In Mathematics we went from 79% to 65%. 2.1: We found Learning Targets 93%, Goal Setting 80%, and Feedback 92% of the time. 2.2: 61% of instruction observed was in Quadrants B, C, and D. 3.1: We achieved a student participation number of 30% and we ended the year with 47 regular volunteers. 1.1: Increase proficient and advanced percentages in English Language Arts from 67.5% to 70%, Mathematics from 52.9% to 60% and Science from 50.9% to 63%. 1.2: Decrease referrals from 299 to 200, specifically in the area of disruptive behavior, 58 to : Lessons will be planned above Knowledge and Comprehension Rigor levels from 63% to 75% of the time. 2.2: Teachers will implement the new English Language Arts program which will increase our SRI scores from 59% in 2015 to 76% in : Garrett’s goal is to have at least 50% of our students on a Leadership team and no less than 40 parent and community volunteers. 1.1: If our Professional Learning Communities use the data team process to identify research based interventions for our Tier 2 and Tier 3 students. 1.2: Staff will utilize Positive Behavior Intervention Support strategies and the 7 Habits. 2.1: Through the shared practices and strategic conversations during our Professional Learning Community meetings, Rigor levels will increase. 2.2: Teachers will receive professional development on our new English Language Arts program. 3.1: Leadership habits will be embedded in our school community and culture.

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