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.) Improve students’ ability to write clearly by improving conventions with a special emphasis on content, organization, and style by spring 2010 as measured by state MSP assessment. | |||
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: |
| Instructional Practices:
What are we going to do? | 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?) |
| Use common assignments to collect evidence of student learning that will drive instructions
| Review
Common assignments at least 3 times during the year | Classroom & Spec. Ed. teachers
Professional Learning Team (PLT) | Grade level developed rubric
District rubric Protocols for looking at student work | Identify learning needs in each grade level and align instruction to improve student performance
*Develop Grade Level Power Writing Goals Collaborating with other teachers for grade level and vertical instructional alignment *Uses protocols to examine student work and adjust teaching focus as needed | Students complete formative and summative assessments to measure performance on targeted skills. |
| Using District writing calendar and writing GLEs as a guide determine skills to be targeted
| Use district writing rubric that coordinate with the area of instructional focus | Grade level
Planning teams | *District writing calendar
State Writing GLEs | *Grade Level Collaboration
ELL Coach consulting w/ individual teachers and grade level teams | Conference with students to provide feedback on their work |
| Revisit and Review GLAD strategies to support intentional instructions with students | Integrate GLAD strategies to support student writing
(model and teach): *Cooperative Strip Paragraph *Process Grid *Sentence Patterning Chart Use protocols to examine student work: Professional development, Discussion, modeling, team teaching, instructional planning support | ELL Coach
Classroom & Spec. Ed. Teachers PLT teams District Literacy Staff Writing Cadre | Use of composition books or journals for daily writing
Interactive word wall Lucy Caulkins materials (grade K&4) Website list of traits put together by Abby Davis | Frequent and on-going use of formative and summative assessment to influence instructional planning and instruction; and to monitor student progress.
Cadre and grade level teams (PLT) examine assessment data, student work, review researched practices and plan intervention strategies. Teachers sharing instructional strategies during PLT meetings and staff meetings | Students are actively engaged in GLAD writing strategies |
| Teach writing instruction and provide writing opportunities for students daily · Teacher modeling · Class story leading to individual | Use effective writing strategies:
*Teacher modeling *Writing Process *Six trait writing *Writing to a prompt *Mini Lessons *Teacher modeling *Journaling with quick writes *Shared writing *Author’s chair *Student conferencing *Journaling (science, math, reading, and social studies) | Classroom & Spec. Ed. Teachers
Writing Cadre PLT team | Teachers analyze student work with emphasis on conventions | Students write each day in one or more core content areas |
| Use of school wide strategies for Conventions:
· C.U.P.S. · High frequency lists · Grammar Rule Books (aligned to GLE in grades 3-5) | Staff Meetings
Professional Learning Teams (PLT) Monthly Writing Cadre Meetings | Classroom Teachers
Writing Cadre District Literacy Staff Member | Students will apply writing strategies in daily work
Students will assess their written work (conventions focused) Using a common rubric |