Reading School Improvement Plan 2009-2011
Reading School Improvement Plan 2009-2011
Trimester one
| Trimester two
| Trimester three
| |
| First Grade: | 66.6%
| 74.6%
| |
| Second Grade: | 71.2 %
| 79.8%
| |
| Third Grade: | 74.7%
| 78.4%
| |
| Fourth Grade: | *
| *
| |
| Fifth Grade: | *
| *
|
Trimester one
| Trimester two
| Trimester three
| |
| First Grade: | 56%
| 66%
| 73%
|
| Second Grade: | 68%
| 79%
| 84%
|
| Third Grade: | 75%
| 81%
| 80%
|
| Fourth Grade: | 66%
| 81%
| 87%
|
| Fifth Grade: | 77%
| 81%
| 87%
|
Trimester one
| Trimester two
| Trimester three
| |
| First Grade: | 56%
| 71%
| 75%
|
| Second Grade: | 63%
| 69%
| 76%
|
| Third Grade: | 64%
| 74%
| 68%
|
| Fourth Grade: | 59%
| 78%
| 84%
|
| Fifth Grade: | 48%
| 64%
| 75%
|
S.M.A.R.T. Processes
| S.M.A.R.T. Results
|
Instructional Leadership Plan (Map)
| Resources
| Evidence of Implementation: | Evidence of
Impact: |
| Instructional Practices:
(What are we going to do?) | Schedule of Activities (supporting actions) | People/Team Involved
| Materials Needed
| Budget Required
| Are we working our plan?
(What are teachers doing?) | Is our plan working?
(What are students doing? Classroom evidence) |
| DRA testing and data collection for all students (1st-4th*)
- Follow up training at the building level to determine how to effectively use the data to drive instruction. - Collaborative release time for grade levels/multi-grade neighborhood teams to review, share and plan with data (January/February 2010) | DRA 2 Training in August 2010
(*4th and 5th grade teachers get support from administration if needed) | Classroom teachers, Building leadership team
Evelyn McEwen, building administration | DRA 2 materials from district literacy curric. dept.
| $120 per teacher/ day for release for 4th and 5th grade teachers (approx. ½ needed per teacher (10) OR internal coverage by specialists/ admin
Collaborative release time costs: 5-6 subs, once per month ≈ $650 | Teachers, working collaboratively will use DRA reading data to drive small group instruction, focus guided, shared and independent reading instruction | Students will be working with staff and participating in meaningful, small, flexible group instruction in literacy, including guided, shared, modeled and independent reading. |
| Best practice routines (Good Habits, Great Readers) sharing
| Grade-band meetings to teach several of the best practice routines (Spring of 2010)
Schedule and calendar best practice routines and support meetings for the first six weeks of the 2010-2011 school year. | Classroom teachers, Building leadership team
| Use scheduled staff meetings (no cost)
| Teachers will begin the first stages of using the GHGR materials in preparation for curriculum implementation in Fall of 2010 | Students will be using the best practice routines in Spring of 2010.
Students will be able to articulate and exemplify the seven habits of good readers. |
| Build assessment menu of available tools for use in classroom to check for understanding, fluency, etc.
| January 2010
Preparation for GHGR: showing staff what assessments are available in the GHGR materials and how to use them | Building leadership team, grade level teams, Evelyn McEwen (support from Christy Clausen) | Current assess. tools, GHGR asses. tools | No budgeted costs | Teachers will use appropriate assessment tools to collect student data and information to guide instruction. Teachers will also be more ready for the implementation practices in GHGR curriculum for Fall 2010 | Students will be participating in a variety of teacher-selected, formative assessments that align with the current reading curriculum adoption. |
| Develop strategies for meaningful, independent literacy activities
| (from daily 5 in preparation for GHGR roll out) Feb-Mar 2010)
| Evelyn McEwen, literacy team, building administration | Good Habits, Great Readers materials | Two 2-hour afterschool meetings for literacy team (2 hours at per diem per teacher) ≈ $550 | To increase student performance in guided, shared and independent reading, teachers will use these strategies to support classroom literacy instruction.
| During small-group guided reading, students not participating in the group will be actively and productively engaged in meaningful literacy activities.
|
| Teachers will use ideas and understandings found in Regie Routman in Residence- The Reading-Writing Connection to assist students in making deeper connections in literacy.
| Extended day professional development sessions focused use of best practices in literacy instruction (September-March) | Shelley Petillo | Regie Routman in Residence- Reading-Writing Connection Program
| (Purchased with I-728 $ from 2008-2009 funds)
Use of staff meetings and extended workdays in 2009-2010 and 2010-2011 | Teachers will attend the professional development sessions, complete assignments and readings in preparation for discussion.
Teachers will share their ideas and thoughts about implementation strategies. | Students will participate in literacy lessons focused on the Optimum Learning Model (“I do, we do, we do, we do, you do”) in literacy lessons.
|