Goals
During the 2016-17 school year,  grade level teams meet on a rotating schedule every Monday with administration and support staff to collect, analyze, and act upon student achievement data.  Teachers and staff create student intervention plans (or WIN (what I need) action plans based off of student learning needs.  WIN action plans can last 4-8 weeks.  These intervention cycles will include the following activities:
1.     Identify essential standards
2.     Analyze multiple sources of achievement data
3.     Establish 4 - 8 week goals (based on essential standards and data)
4.     Hold weekly grade level meetings to monitor data and adjust instruction
5.     Plan for any on-going intervention needs
6.     Engage in cross grade level teaming (K-1, 2-3, 4-6th, Preschool-WRAP).

Completing these intervention cycles will result in most students meeting their student growth goals, based on multiple measures related to the goal as identified by grade level teams.
 
Current Stewart Elementary WIN Action Plans:
 
Kindergarten:
If we teach letter sounds for: A,E,H,K,M,R,S,W, Z (K.RF.3a ) for 10 weeks, it will impact the next nine letter sounds: C,D,I,J,N,P,T,V,Y (K.RF.2a-e) which will result in at least 80% of students meeting benchmark on a common assessment by December 2, 2016. 

1st Grade:
If we teach students how to recognize and read grade appropriate irregularly spelled words for 6 weeks, it will impact Phonological Awareness which will result in at least 80% of students meeting benchmark on a common assessment by November 1, 2016. 

2nd Grade:
If we teach the essential standard of reading with sufficient accuracy and fluency to support comprehension for 6 weeks, it will impact student ability to read on level text with purpose and understanding which will result in most of our students meeting benchmark on a common assessment by November 30, 2016. 
 
3rd Grade:
If we teach students to describe characters in a story, (standard) for 4 weeks, it will impact their ability to determine main idea and details in literary text. (cluster or anchor standard) which will result in most of students meeting benchmark on a common assessment by November 18th.  

4th Grade:
If we teach multiplying a whole number of up to 4 digits by a 1 digit whole number, and multiply two two digit numbers using strategies based on place value and order of operations for 6 weeks, it will impact students’ knowledge of using place value and properties of operations to perform multi-digit arithmetic.  This will result in at least 75% of students meeting benchmark on a common assessment by Nov. 28, 2016.

5th Grade:
If we teach fluently multiplying multi-digit whole numbers using the standard algorithm for 8 weeks, it will impact the group fifth grade students at Stewart which will result in most/all students meeting benchmark on a common assessment by Dec. 16, 2016. 
 
6th Grade:
If we teach 5th gr. Addition, Subtraction, and Equivalent Fractions NF.A.1 (standard) for 6-8 weeks, it will impact 6th Grade Rates and Ratios 6.RP.A.1/2 which will result in most (85%) of students meeting benchmark on a common assessment by October 28, 2016.