School Improvement Plan 2009-2010
School Improvement Plan 2009-2010
| ( Circle One ) |
| S.M.A.R.T. GOAL: (Specific & Strategic, Measurable, Attainable, R esults-oriented, T ime-bound.) | |||
| · 54.8% of students in the special education cell in grade 3 (approximately 5 students) | ||
| · 48.3% of students in the special education cell in grade 4 (approximately 8 students) | ||
| · 39.6% of students in the special education cell in grade 5 (approximately 6 students) |
S.M.A.R.T. Action and Processes
| S.M.A.R.T. Results
|
Instructional Leadership Team
Plan / Map | Resources
| Evidence of Implementation: | Evidence of
Impact: |
| Instruction:
| Schedule of Activities
| PLC Team Involved
| Materials Needed
| Budget Required
| What are teachers doing?
(Are we working our plan?) | What are students doing?
(Is our plan working?) |
| Implement Oral Reading Fluency strategies (1-5)
Intervention Planning | Administer oral reading fluency assessments 3 times a year for grades 2 through 5 and 2 times a year for grade 1.
Grade level team collaborates with Reading and ELL Coach to plan instructional interventions and conduct progress monitoring for identified students falling in the following academic ranges · 49-25% - strategic · Below 25% - intensive | Woodside Assessment Team
Reading Specialist Special Education Staff Reading Cadre Principal | Supplemental Materials:
· Read Naturally · Rewards Support staff will use Early Success, Read Naturally materials, and Rewards | $1,300
| Using volunteers to implement Read Naturally with students who have an oral reading fluency score at the Strategic ORF Level (below 50%).
Support staff testing students at the Intensive ORF Level once a week, recording the data and sharing it with classroom teachers. | Students are recording the data of their cold and hot reads.
|
| Use GLAD Strategies to support comprehension skills | Monthly GLAD training | ELL Coach | Teacher and Student GLAD materials | Implement GLAD strategies in classroom.
(i.e.-Posters, Chants, Cooperative sentence strips.) | Students use GLAD posters, charts, and cooperative sentence strips as references for their daily written work. |
| Introduce the new Good Habits, Great Readers reading program in preparation for the reading adoption in Sept. 2010.
Introduce Daily Three and DRA 2 for intermediate grades | Scheduled professional development for during the 2009-10 school year | Christy Clausen
Reading Specialist Classroom & Spec. Ed. teachers Para-educators Principal | None noted | Participate in staff development opportunities.
Prepare classroom for new reading adoption materials. | Students will be choosing appropriate books at their reading level to increase their reading comprehension and their reading stamina. |
| Intentionally teach Grade Level Expectations (GLEs), including reading strategies and skills from the District reading calendar in Guided Reading groups (K-5) as part of a balanced literacy program
| Staff meets in Professional Learning Teams to plan and implement GLEs and District Reading Calendar. | Classroom & Spec. Ed. Teachers | GLEs and District Reading Calendar | Provide intentional instruction during Guided Reading:
Fluency - · Model Phrasing · Choral reading · Poetry/Chants · Sentence Patterning Chart (GLAD) Comprehension: · Using targeted vocabulary · GLAD strategies · Modeling Think Alouds · Shared and Guided Reading | Students are participating in Guided, Shared, and Modeled reading groups as part of their balanced literacy program. |
| Implement appropriate Interventions as determined by assessment results and student performance
Resource Room Teacher collaborates with General Education teachers in grades 3-5. | Use data to design alternative interventions
Use one intervention at a time over a period of 4 weeks charting student progress Implement weekly fluency assessments and chart the data Professional Development for Classroom Teachers on Interventions and Progress Monitoring Resource Room Teacher observes RR students in Gen. Ed. class and collaborates with Gen. Ed. teacher for planning | Reading Specialist
Counselor Special Education Staff Principal Professional Learning Communities Student Assistance Team Principal Special Ed. Teacher Classroom Teachers | Support staff to enter student data and chart data | $320 for release time | Review assessment results and student performance with intervention team.
Use student assessment and performance data to plan and implement individual classroom interventions in addition to small group and whole class lessons. Conduct progress monitoring with students identified in the strategic and intensive range of oral reading fluency for their grade level. Teachers in grades 3-5 collaborate and plan with Special Ed. Resource Room teacher to support the learning program of students on IEPs. | Students will demonstrate progress of improved oral reading fluency
¨ Reg Ed. ¨ Sp. Ed ¨ LAP ¨ ELL |
| Coached independent and benchmarked reading assessments
Grades 3-5 will turn in independent information scores to Karen | Implement coached independent and benchmarked reading assessments | Classroom teachers (3-5) | Coached, independent, and benchmark reading assessments | Use reading assessment results to plan and implement individual and whole class reading comprehension interventions | Students will complete coached, independent, and/or benchmark reading assessments during each trimester.
Students will participate in test talks. |
| Provide Extended Day Learning opportunities to qualified LAP students
| Implement extended day learning opportunities for students:
¨ March Conference Week Academy ¨ Spring (April/May) Extended Day Program | LAP Staff
Teachers Principal | REWARDS student booklets and Teacher Guide
Snacks Transportation Teacher Timesheets | LAP and Building Budget funds | Extended Day teachers will provide students with direct instruction on specific strategies and skills to support achievement and success on district and state assessments | Qualified LAP students will attend all LAP Extended Day sessions, in which they are invited. |