2006-2007 Action Plan 1
Goal: Increase student access to instructional level reading materials to accelerate progress in reading fluency, comprehension, vocabulary development, phonemic awareness/phonics skills, and word attack skills as measured by increased scores on classroom and building assessments.
Strategy: Develop a comprehensive reading program that encompasses basic phonemic awareness/phonics skills with more complex word attack skills and vocabulary development that will aid students in their reading fluency and comprehension on both literary and informational texts. The reading program will include classroom based guided reading groups that will allow teachers to assess students and place them at their instructional level for differentiated learning. The students that did not pass the reading WASL were primarily special education students; therefore we have implemented new direct instruction curriculum and additional training to enhance the reading progress of these students.
Rationale: Assessment data indicates that students require differentiated instruction and specific interventions to meet their various reading skill needs.
How did staff participate in setting this strategy? Staff Meetings, Collaborative Team Planning, BLT
What data identifies the need that leads us to this goal? DRA, DIBELS, WASL, WLPT
Alignments/Special Populations
| School Board Goal(s) |
Superintendent Focus Area(s) |
5 Year Plan Benchmarks |
9 Characteristics of High Performing Schools |
Title I School-wide Plan |
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| #1,2,3,4,5 |
#1,3,4,5 |
#1,6,8,9,11,12,13,15,16,17 |
#1,2,3,4,5,6,7,8,9 |
#1,2,3,4,5,6,7,8,9,10 |
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| AYP Target Area (Specify) |
Special Education |
Bilingual/ELL |
Advanced Learning |
|
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| 75% will meet standard on the WASL |
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| Activities: What actions will occur? |
Professional Development: How will staff acquire the necessary skills and attitudes to implement the activity? |
Timeline: When will this strategy or action begin and end? |
Resources: What are the existing and new resources that will be used to accomplish the activity? |
Responsibility: Who is responsible? Who is involved? Who will provide the leadership? Who will do the work? |
Monitoring effectiveness: What ongoing criterion referenced measures have you identified to gather evidence to show this activity is making a difference in student outcomes? What is the projected measurement cycle? |
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| What classroom activities will occur to achieve this goal? v Teachers will continue to implement guided and/or supported reading groups v Teachers will use strategies and skills to expand the base upon which to implement the student’s NUA & GLAD strategies and knowledge v Teachers will use on-going assessments, including progress monitoring v Explicit instruction in structure of English v More nonfiction v Progress monitoring v Linguistics Remedies-Multi-sensory instruction |
v Professional development on guided and/or supported reading groups, modeled by a literacy coach v Professional development on implementation of curriculum by Publishers v Training on various assessments used to find literacy levels of the students v Professional training in Linguistic Remedies |
Sept. – June |
Houghton Mifflin; Open Court; Leveled Reading Materials; Collaboration Time; Sound Partners; Quick Reads; Accelerated Reader program Linguistic Remedies Materials; GLE’s, Curriculum Mapping, and SRA Reading Mastery |
Literacy Coach, Classroom Teachers; WRC tutors; Librarian; Building literacy tutors |
DIBELS, DRA, WASL and WLPT will be used to measure success. Benchmark data will be taken from DIBELS (Oct, Feb, May) and on-going CBA’s to maintain students at instructional levels. |
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| What building activities will occur to achieve this goal? v School-wide coordination of guided reading material correlated with Accelerated Reader materials v On going school-wide coordination of guided reading program and curriculum v Continued promotion of Accelerated Reader program |
v Training on book leveling v
Professional Development on Guided and or supported |
Sept-June |
Collaboration Time; Leveled
Readers; Accelerated Reader program and books; |
Literacy Coach, Classroom Teachers; Librarian |
The implementation monitoring will be accomplished by reviewing schedules, walk-throughs, peer observations, and team meetings. |
| How will parents and the community participate in supporting this goal? |
What additional assistance will you seek from supporting organizations such as district services and departments, the ESD and outside consultants and trainers? Literacy Coach; WRC |
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2006-2007 Action Plan 2 Writing
School:
Goal: Increase students understanding of the writing process, and their use of conventions in their writing as measured by increased scores on fall and winter writing tasks.
Strategy: Implement a daily writing block that includes the six traits of writing instruction, process writing, mini-lessons, content organization and conventions.
Rationale: Increasing WASL writing scores reflect our growth towards AYP.
How did staff participate in setting this strategy? Staff Meetings, Collaborative Team Planning, BLT
What data identifies the need that leads us to this goal? WASL scores
Alignments/Special Populations
| School Board Goal(s) |
Superintendent Focus Area(s) |
5 Year Plan Benchmarks |
9 Characteristics of High Performing Schools |
Title I School-wide Plan |
| #1,2,3,4,5 |
#1,3,4,5 |
#1,6,8,9,11,12,13,15,16,17 |
#1,2,3,4,5,6,7,8,9 |
#1,2,3,4,5,6,7,8,9,10 |
| AYP Target Area (Specify) |
Special Education |
Bilingual/ELL |
Advanced Learning |
|
| 48% will meet standard in the WASL |
| Activities: What actions will occur? |
Professional Development: How will staff acquire the necessary skills and attitudes to implement the activity? |
Timeline: When will this strategy or action begin and end? |
Resources: What are the existing and new resources that will be used to accomplish the activity? |
Responsibility: Who is responsible? Who is involved? Who will provide the leadership? Who will do the work? |
Monitoring effectiveness: What ongoing criterion referenced measures have you identified to gather evidence to show this activity is making a difference in student outcomes? What is the projected measurement cycle? |
| What classroom activities will occur to achieve this goal? v Implementation of a daily writing 1. Explicit mini-lessons using strategies from Step up to Writing, GLAD, NUA, Linguistic Remedies, Spellography and Open Court 2. Writer’s Workshop 3. Fall & Winter Writing tasks 4. Develop a system for assessing students’ writing 5. School-wide handwriting focus |
v In-house professional development and collaborative times devoted to writing instruction v Professional development on specific GLAD strategies |
Sept – June |
Write Direction; NUA strategies; GLAD strategies; Step Up to Writing; Linguistic Remedies; Handwriting Without Tears; GLE’s, and Curriculum Mapping |
Literacy Coach, classroom teachers; GLAD trained teachers |
Fall & Winter writing tasks will show an increase in skills and scores throughout the year. We will also use trimester benchmark WASL papers and CBAs to monitor growth, as well as WASL scores and ongoing spelling assessments |
| What building activities will occur to achieve this goal? v School-wide scoring of Fall & Winter tasks v Young Authors celebration in Spring |
v Professional development on developing school-wide rubrics. |
Sept-June |
Collaboration time dedicated to assessing and evaluating student work. |
Literacy coach; Classroom teachers |
We will monitor effectiveness by administering 2 practice WASL writing tests and 2 developmental spelling inventories (in Oct. & Jan.) Student published materials. |
| How will parents and the community participate in supporting this goal? |
What additional assistance will you seek from supporting organizations such as district services and departments, the ESD and outside consultants and trainers? |
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2006-2007 Action Plan 3 Math
School:
Goal: Increase student understanding of number sense and computational skills.
Strategy: Incorporate a Title 1 math specialist to provide support for struggling math students. In-house professional development, (1:15-3:15 Feb. 8th & March 17th ˝ day), on DMI practices to implement more in-depth and intensive daily number sense and computational skills.
Rationale: Students are showing strength on their mathematical processing skills on their WASL scores, yet their scores are weak on mathematical content.
How did staff participate in setting this strategy? Staff Meetings, Collaborative Team Planning, BLT
What data identifies the need that leads us to this goal? WASL
Alignments/Special Populations
| School Board Goal(s) |
Superintendent Focus Area(s) |
5 Year Plan Benchmarks |
9 Characteristics of High Performing Schools |
Title I School-wide Plan |
| #1,2,3,4,5 |
#1,2,3,4,5 |
#1,6,8,9,11,12,13,15,16,17 |
#1,2,3,4,5,6,7,8,9 |
#1,2,3,4,5,6,7,8,9,10 |
| AYP Target Area (Specify) |
Special Education |
Bilingual/ELL |
Advanced Learning |
|
| 60% will meet standard in the WASL |
| Activities: What actions will occur? |
Professional Development: How will staff acquire the necessary skills and attitudes to implement the activity? |
Timeline: When will this strategy or action begin and end? |
Resources: What are the existing and new resources that will be used to accomplish the activity? |
Responsibility: Who is responsible? Who is involved? Who will provide the leadership? Who will do the work? |
Monitoring effectiveness: What ongoing criterion referenced measures have you identified to gather evidence to show this activity is making a difference in student outcomes? What is the projected measurement cycle? |
| What classroom activities will occur to achieve this goal? v Title 1 math teacher will support struggling math students v Teachers will utilize strategies and skills to expand students’ number sense and computational skills v Teachers will use on-going assessment and timed practices to monitor students growth v Rhythmic chanting to increase student understanding of math concepts. |
v In –house Professional development on DMI skills v Implementation of systematic review |
Sept. – June |
v The implementation monitoring will be accomplished through team meetings. CBAs and unit tests will monitor ongoing growth and WASL scores will be used to measure success. v Timed Tests of math facts |
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| What building activities will occur to achieve this goal? Teachers will focus on Algebraic and Geometric mathematic strands. |
2006-2007 Action Plan 4 Disproportionality
School:
Goal: Reduce the disproportionality found between the genders.
Strategy: Research and implement strategies needed to involve and improve male students in their learning and to improve their test taking skills and strategies.
Rationale: Male students are scoring far below our female students in all areas.
How did staff participate in setting this strategy? Staff meetings, Collaborative Team Planning; BLT
What data identifies the need that leads us to this goal? WASL, DIBELS, WLPT, and DRA
Alignments/Special Populations
| School Board Goal(s) |
Superintendent Focus Area(s) |
5 Year Plan Benchmarks |
9 Characteristics of High Performing Schools |
Title I School-wide Plan |
| #1,2,3,5 |
#1,2,3,4 |
#1,8 |
#1,2,3,4,5,6,7,8,9 |
#1,2,3,4,5,6,7,8,9,10 |
| AYP Target Area (Specify) |
Special Education |
Bilingual/ELL |
Advanced Learning |
|
| Activities: What actions will occur? |
Professional Development: How will staff acquire the necessary skills and attitudes to implement the activity? |
Timeline: When will this strategy or action begin and end? |
Resources: What are the existing and new resources that will be used to accomplish the activity? |
Responsibility: Who is responsible? Who is involved? Who will provide the leadership? Who will do the work? |
Monitoring effectiveness: What ongoing criterion referenced measures have you identified to gather evidence to show this activity is making a difference in student outcomes? What is the projected measurement cycle? |
| What classroom activities will occur to achieve this goal? v Incorporate more writing assignments that appeal to male students v Incorporate learning strategies that focus boys on their school-work; NUA, GLAD, Linguistic Remedies, Step Up to Writing, TERC, DMI, NSF, and technology |
v Professional development on learning strategies that appeals to boys v Study Groups to review and discuss the strategies from the readings |
Sept. - June |
Research articles on the Gender Gap and Brain differences between the sexes Utilize male tutors as role models |
Principal; Classroom Teachers; Family Support Worker; School Staff; PE Teacher |
v Teachers will monitor the engagement and enthusiasm of male students v CBA’s and monthly writing tasks will be used for ongoing assessments v WASL, DIBELS, and DRA will be used to monitor growth |
| What building activities will occur to achieve this goal? v Develop activities that appeal to boys |
Teachers/ Tutors |
Teachers/Tutors |
2006-2007 Action Plan 5 Parent
Involvement and
Goal: Increase parent involvement in school activities, PTA, and create a Fairmount Park Community.
Strategy: Implement a homeroom parent in each classroom, along with classroom and school-wide directories to promote more parent to parent interaction and use a telephone tree to remind parents of upcoming events and activities.
Rationale: Positive parent involvement and creating a school-wide community is crucial to student success.
How did staff participate in setting this strategy? PTA meetings; staff meetings, Collaborative Team Planning, BLT meetings
What data identifies the need that leads us to this goal?
Alignments/Special Populations
| School Board Goal(s) |
Superintendent Focus Area(s) |
5 Year Plan Benchmarks |
9 Characteristics of High Performing Schools |
Title I School-wide Plan |
| #4,5 |
#5 |
#14,15 |
#9 |
#6, |
| AYP Target Area (Specify) |
Special Education |
Bilingual/ELL |
Advanced Learning |
|
| Activities: What actions will occur? |
Professional Development: How will staff acquire the necessary skills and attitudes to implement the activity? |
Timeline: When will this strategy or action begin and end? |
Resources: What are the existing and new resources that will be used to accomplish the activity? |
Responsibility: Who is responsible? Who is involved? Who will provide the leadership? Who will do the work? |
Monitoring effectiveness: What ongoing criterion referenced measures have you identified to gather evidence to show this activity is making a difference in student outcomes? What is the projected measurement cycle? |
| What classroom activities will occur to achieve this goal? v Teachers will select a Homeroom Parent to help facilitate home-school communication |
Staff will list ideas and areas where the homeroom parent will be utilized. |
Sept. – June |
PTA |
PTA; Classroom Teachers; Homeroom Parent |
We will measure success by tracking involvement in the PTA and other school and classroom events. |
| What building activities will occur to achieve this goal? v PTA and classroom teachers will work together to increase membership. v The BLT will continue to encourage parents to participate on our Building Leadership |
Sept. – June |
PTA, Classroom Teachers; Principal |
v Success will be measured by community involvement in Fairmount Park Events |
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| How will parents and the community participate in supporting this goal? Parents and community members will support the goal by participating in school and classroom activities. They will attend PTA meetings and participate in school decisions. |
What additional assistance will you seek from supporting organizations such as district services and departments, the ESD and outside consultants and trainers? |
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Attributes of Quality High Achievement
Schools Needs Assessment 2006/07 Utilization
