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2007-2008 Action Plan 2 School: Nathan Hale High School
Goal: Improve Reading achievement on
WASL by 5% per year with a focus on eliminating the achievement gap
Strategy: Deepen & extend our Small Learning Communities. 120 minutes per week of silent reading;
outside reading requirement; emphasis on literacy; reading across the
curriculum. Continue with heterogeneous
groupings of students—offering support and/or challenge to those who need it
and providing AP curriculum to all 11th graders in Language Arts and
Social Studies to help develop their critical reading and writing skills.
Rationale: Students need more
practice reading and coaching on reading well.
Cumulative WASL scores above 80% over last two years (88.9% in 05-06,
86.6% in 06-07); however, not at 100%.
There is an achievement gap, significantly between White students (89.7%
at standard in 06-07) and African American students ((64.3% at standard in
06-07).
How did staff participate in setting this strategy? Transformation
Committee & related subcommittees
What data identifies the need
that leads us to this goal? There is a gap of 25.4 percentage points between White and
African American students at standard.
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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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2 |
1,
3, 6 |
8 |
2,
5 |
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AYP Target Area (Specify) |
Special Education
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Bilingual/ELL |
Advanced Learning |
Community Learning Center |
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African
American students. |
Students
are included in general education Language Arts and Social Studies classes
with support and differentiation in the general classroom and in focus
classes. In 07-08 there will be a
focus on pre-teaching in skills focus classes. |
ELL
students are included in general education Language Arts and Social Studies
classes with support and differentiation in the general classroom and in
focus classes. In 07-08 there will be
a focus on pre-teaching in skills focus classes. |
All
students have access to the AP curriculum in 11th grade LA/SS
classes, raising the level of discourse for all. |
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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? q Contextual reading in every course q Differentiation
of Curriculum q Literacy
support in Pathways classes; after school skills support; mentorship classes
in which students share their reading progress with mentor teachers. |
q Training on differentiated instruction q Training in identifying appropriately challenging books for students. q Modeling of reading strategies at every staff meeting. |
Began in summer of 2005. In 07-08, Hale has a focus on deepening the 120 minute a week reading program. |
q Pathways resources—staffing for literacy support q Late start planning time q Critical Friends Groups |
q Dept chairs will lead effort |
q Increased WASL scores q Increased graduation rates q Increased Core GPA q Decrease in the number of students receiving D or N at end of first semester q Decrease in disproportionality |
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What building activities will occur to achieve this goal? q Deepen school-wide commitment to daily silent reading q Outside reading requirement at all levels of LA courses. q Continued focus on culturally competent instruction and on providing extra support and resources for students who are below standard. |
Training and observation of powerful teaching and learning |
Began in the summer of 2005 and ongoing. In 07-08 Hale has a focus on generalizing Pathways support strategies to all classrooms, with an emphasis on culturally competent strategies in the classroom. |
q Adjustment of building schedule to accommodate 120 minutes per week of silent reading |
q Transformation committee will take lead q Staff is responsible to guide struggling and reluctant readers. q School librarian will support the reading program by assisting in the building of classroom libraries, providing book talks, and research to support our reading program. |
q Increased WASL q Increased graduation rates q Increased Core GPA q Increased number of completed “book talks” |
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How will parents and the
community participate in supporting this goal? Community members donate books
for classroom libraries. .Support student reading at
home; review website for summer reading lists; parent “book club” support
students |
What additional assistance
will you seek from supporting organizations such as district services and
departments, the ESD and outside consultants and trainers? Differentiated Instruction |
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