Document 17

Areas of Concern Summary (2010-2011):

Break-O-Day Elementary School

Local Areas of Concern

Required Areas of Concern

A. Parent Involvement (TAS)

Impact Level:
High Impact - Outside Classroom

Energy Required:
High energy (The strategy(ies) needed to address this concern are likely to involve the entire faculty in a major way.)

 

B. Educator Training (TAS)

Impact Level:
Low Impact

Energy Required:
Low energy (The strategy(ies) needed to address this concern are likely to involve a few people in a minor way or the entire faculty in a very minor way.)

 

E. Parent Information Resource Center Website (TAS)

Impact Level:
Low Impact

Energy Required:
Low energy (The strategy(ies) needed to address this concern are likely to involve a few people in a minor way or the entire faculty in a very minor way.)

 

F. Encourage Rigorous Curriculum (PL221, TAS)

Impact Level:
High Impact - Inside Classroom

Energy Required:
High energy (The strategy(ies) needed to address this concern are likely to involve the entire faculty in a major way.)

 

I. Focused Academic Area (PL221, TAS)

Impact Level:
High Impact - Inside Classroom

Energy Required:
High energy (The strategy(ies) needed to address this concern are likely to involve the entire faculty in a major way.)

 

J. Instruction by Highly Qualified Teachers (TAS)

Impact Level:
High Impact - Inside Classroom

Energy Required:
Low energy (The strategy(ies) needed to address this concern are likely to involve a few people in a minor way or the entire faculty in a very minor way.)

 

N. Parent Notice - School in Improvement (In Improvement)

Impact Level:
Low Impact

Energy Required:
Low energy - continuation (The strategy(ies) needed to address this concern may have been high energy strategies when they were initially implemented, but are now implemented with a low amount of energy.)

 

O. Extended Learning Activities (In Improvement)

Impact Level:
High Impact - Outside Classroom

Energy Required:
High energy (The strategy(ies) needed to address this concern are likely to involve the entire faculty in a major way.)

 

P. Teacher Mentoring Program (In Improvement)

Impact Level:
Low Impact

Energy Required:
High energy (The strategy(ies) needed to address this concern are likely to involve the entire faculty in a major way.)

 

R1. Parent Right-to-Know Letter - Qualifications (TAS)

Impact Level:
Low Impact

Energy Required:
Low energy (The strategy(ies) needed to address this concern are likely to involve a few people in a minor way or the entire faculty in a very minor way.)

 

R2. Parent Right-to-Know Letter - Non-Qualified Teacher (TAS)

Impact Level:
Low Impact

Energy Required:
Low energy (The strategy(ies) needed to address this concern are likely to involve a few people in a minor way or the entire faculty in a very minor way.)

 

S. School-Parent Compact (TAS)

Impact Level:
High Impact - Outside Classroom

Energy Required:
Low energy (The strategy(ies) needed to address this concern are likely to involve a few people in a minor way or the entire faculty in a very minor way.)

 

T. Annual Parent Meeting (TAS)

Impact Level:
High Impact - Outside Classroom

Energy Required:
Medium energy (The strategy(ies) needed to address this concern are likely to involve many of the staff in a major way or the entire staff in a more minor way.)

 

U. Focused Student Group (PL221, TAS)

Impact Level:
High Impact - Inside Classroom

Energy Required:
High energy (The strategy(ies) needed to address this concern are likely to involve the entire faculty in a major way.)

 

V. Peer Review for SIP (In Improvement)

Impact Level:
Low Impact

Energy Required:
Low energy - continuation (The strategy(ies) needed to address this concern may have been high energy strategies when they were initially implemented, but are now implemented with a low amount of energy.)