Targeting+and+Addressing+a+Need

Target Area of Weakness and Rationale for Selection In a paragraph, state the area of weakness that you will target and your rationale for selecting it. Middle School. The effect of the transition from Bilingual Education to regular classes make it difficult for our students to be competitive in this tests, but we can make them stronger in English Language by developing strategies to develo Mathematics is the area of weakness that we will target for 5th grade in Lyons Elementary for the year 2010-2011. The performance of Fifht grade students needs to be more consistent from year to year in order to achieve success of students that are leaving to p content that is evaluated on the Stanford 10 and TAKS. ||

Part 2: S.M.A.R.T. Goal & Objective Compose a S.M.A.R.T. goal and an objective to address the weakness. S.M.A.R.T. Goal: // Specific, Measurable, Achievable, Realistic/Results-oriented/Research-based, and Time-bound // By the 2010-2011 school year, 97% of the 5th grade students will meet the passing standard on the reading section of the Texas Assessment of Knowledge and Skills and will meet the passing standard on Mathematics on the Stanford 10 and TAKS. || Objective: Teachers will give a diagnostic social studies assessment in the beginning of the school year of 5th Grade to all students. Based on this data, teachers will work together to create common lesson plans and common assessments to analyze student achievement. Interventions will be in place for students who are at risk  before, during and after school via small group instruction. Every six weeks the students will have a benchmark to evaluate the progress on content.. ||

**Part 3: Research Articles** Choose three strategies/activities, including one that addresses professional development.
 * Article (Cite in APA Style) || Strategy/Activity Ideas ||
 * 1. Azzam, Amy M., Learning About-and From-Data. ASCD. Volume 66. Number 4. December/January, 2008. Pages 91-92. || Use of data in the classroom to assess progress in Science and Language Arts and Social studies by benchmark evaluation every 6 weeks. ||
 * 2. Sapon-Shevin, Mara. Learning in an Inclusive Community. ASCD. Volume 66. Number 1. September, 2008. Pages 49-53. || Using strategies to make successful special education students in inclusive classrooms. This article define strategies to create students who are comfortable with differences, skilled at confronting challenging issues, and aware of their interconnectedness. ||
 * 3. Scherer, Marge. Educating the Whole Child. ASCD. Volume 64. Number 8. May 2007. Page s 7-7 || By strictly focusing on the academic basics, we fail to address the complex needs of 21st-century learners. ||