1. School Vision: Teaming and/or teacher departmentalization practices that 5th grade teachers implement
help promote all students to succeed in the elementary to middle school transition process.
School Goal: Teaming will empower students be successful in middle school transition by helping lower
the number of tardy students, improving test scores, lowering the number of disciplinary referrals, and
improving the success in AP/GT classes. These practices foster the concept of team, rigor, and
responsibility on the part of the students and the teachers. These practices foster a sense of
accountability and vertical alignment between 5th grade and 6th grade teachers/curriculum.
All of the following activities are in response to the concept of 5th grade students teaming instead of being
in a self-contained classroom setting.
Outcomes Activities Resources / Responsibility Time Line Benchmarks Revisions to
Research To Address / SIP/PIP
Meet with all
Tools Activities Assessment based on
involved to
Needed monitoring
go over the
and
plan again in
assessment
late July
s
before it is
implemented
.
Analyzing, Does having Attendance Myself to To be run Analyze the Look for
with the 5th grade clerk to run inform weekly (on report and problem
hope of students report for administration Fridays) in see if areas and
improving practice team involved and Aug and students practice that
tardy rates taking their to analyze attendance Sept., then from in the 5th
for 6th materials data. clerk. monthly. elementary grade
grade from one Aug. 2010- schools that classroom
students. class to Dec. 2011 teamed so there will
another, fared better be less
fostering than those chance for
responsibilit that self- that to
y and contained. happen to
mimicking next year’s
the concept group. Show
of switching students
classes in how to
middle gather
school, materials
improve and switch
student classes in a
tardy rates? timely
manner.
Analyzing, Does having Administratio Myself to To be run Analyze the Look for
with the a teacher n or inform each time report and areas on
intent of specialized counselors administration TAKS/ see if weakness in
improving in one or will run report and benchmark teamed the data and
test scores two content through counselors. data is students have the 5th
for 6th areas better Compass for returned. fared better grade
grade prepare a 5th team to Aug. 2010- than those teachers
students. grade analyze data. Dec. 2011. that were and students
student for self better
the rigor of contained. address
6th grade these
academic weaknesses
expectations in the

2. /rigor? classroom
instruction
process.
Analyzing Is there a Principal’s Myself to To be run Analyze the Work on
with the correlation assistant to inform the weekly in report and exposing
goal of to students run report principal’s Aug and see if students to
lowering familiar with though assistant and Sept., then teamed more real
the the concept Compass for administration monthly. students life
number of of switching team to . Aug. 2010- fared better situations of
disciplinar classes and analyze data. Dec. 2011. than those having more
y referrals a lower that were responsibilit
for 6th number of self y but hold
grade discipline contained. them
students. referrals? accountable
at the same
time.
Improving Is there a Counselor to Myself to To be run at Analyze the Work with
the correlation run report inform the end of report and the 5th grade
success in to teamed through administration each grading see if teachers will
AP/GT 5th grade Compass for and period. Aug. teamed collaborate
classes for students vs. team to counselors. 2010-Dec. students with 6th
6th grade self analyze. 2011. fared better grade
students. contained 5th than those teachers to
grade that were develop
student’s self more
success in contained. rigorous
AP/GT lessons to
classes in prepare 5th
6th grade? grade
students for
6th grade.