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2007-08 Action Plan 1 |
Literacy
|
School:
Cooper |
Goal: Address
student literacy needs through providing an active, balanced literacy classroom
utilizing the workshop model K-5
Strategy: Improved curriculum alignment within and
between grade levels; consistent, building wide use of assessment tools;
consistent use of elements of a balanced literacy program utilizing the
workshop model.
Rationale: Assessment data indicates that students
are not making consistent growth at all grade levels.
How did staff participate in setting this
strategy? Leadership Team reviewed
school data and met with the Literacy Coach; whole staff worked together to
write goals and action plans.
What data identifies the need that leads us to this
goal? DRA scores for 1st and 2nd grade, DIBELS assessments K-5; 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 |
1 |
6, 8 |
2, 4, 5, 6 |
1, 2, 3, 4, 7, 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? Teachers will deliver in class interventions by
restructuring reading groups so that all students are taught at their
instructional level. Flexible grouping
will be used for all students. Teachers will implement the elements of the Daily
Five as a portion of their 90 minute literacy block. DIBELS, DRA, STAR tests, H-M Integrated Theme
tests and WASL will all be used to collect additional performance data. Teachers will use running records as appropriate. Each classroom will create a vocabulary resource
for students such as word walls, student journals, taxonomies, quick words. LAP plans will be created for students receiving
services from LAP monies. SLP will be
created for all 5th graders who did not meet standard on the WASL. All-day SIT for 45 focus students on FSW plan
will be held in February to assess if targeted students are making progress.
Sound Partner tutors will be hired to work with
the students most in need of intensive interventions in Washington Reading Corp grant will provide a |
Teachers have received training in all the
assessments tools, but will receive ongoing support from the literacy coach
as needed Literacy coach will do extensive work with each
teacher during the 07-08 school year to implement balanced literacy programs
in each classroom Literacy coach will provide training for how to
do running records as needed. |
Ongoing 2007-2008 Ongoing Ongoing Ongoing 2007-2008 School year February 2008 07-08 School year 07-08 School year |
WSF Title I Centrally provided literacy coach K-2 Libraries Houghton Mifflin phonics library Augusta Mann phonemic awareness charts LAP funds Washington Reading Corp grant |
Classroom teachers will be responsible for the
classroom interventions. The literacy coach will provide technical support
to staff as needed and will work with principal on analyzing data and
revising instructional practices. The principal monitor grouping, assessments and
classroom instruction. Tutors, if available, will work with classroom
teachers and coach. Bilingual IAs will work with classroom teachers,
the bilingual resource teacher and the literacy coach. Classroom Teachers FSW, teachers, principal Tutors Literacy Coach Americorp workers |
DRA, end of the unit theme tests, in class
assignments, and teacher observations will be reviewed to ensure that
students are making adequate progress. Grouping practices will be monitored by the classroom teachers and adjusted as
necessary. WASL and DRA scores will be reviewed annually Running Records DIBELS scores, DRA to measure growth in fluency,
comprehension, and accuracy Lesson plans monitored by principal. Classroom observation, lesson plans, Literacy
Wall, student portfolios and journals Sound Partner’s assessments Sound Partner’s assessments Literacy Night activities and attendance |
|
How will parents and the community participate in
supporting this goal? |
|
||||
|
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 building activities will occur to achieve this goal? Staff will meet individually and in grade level
teams with the Literacy Coach and principal to review student reading
progress. Literacy coach will introduce and support the use
of the Balanced Literacy Framework. |
Work with literacy coach Work with literacy coach |
07-08 School year 07-08 School year |
Literacy Coach Literacy Coach |
Literacy Coach Principal, Teachers Literacy Coach Principal, Teachers, IAs |
Classroom evidence of implementation of goals Observation |
|
How will parents and the community participate in
supporting this goal? Parents
will continue to be responsible for students reading every night for 20
minutes, filling out Reading Logs and participating in parent-teacher
conferences at least once a year.
Parents will attend Literacy Night.
Parents will be recruited to attend MotherRead FatherRead. |
What additional assistance will you seek from
supporting organizations such as district services and departments, the ESD
and outside consultants and trainers? If available, we will continue to use the
services offered through the Literacy Coach program. We will also send staff to professional development
opportunities, as funds are available |
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2007-08 Action Plan 2 |
Math |
School:
Cooper |
Goal:
Improve students’ knowledge and skills by increasing the number of
students passing the Math section of the WASL to meet or exceed the AYP
standard.
Strategy:
Structure professional development and instruction to reach students not
meeting standard by extending learning opportunities for students; utilizing
tutoring; flexible grouping and differentiated instruction.
Rationale:
Data reflects the need to increase mastery of math skills, particularly
among African American students
How did staff participate in setting this strategy?
Leadership Team reviewed school data; whole staff worked together to write
goals and action plans.
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 |
2, 3 |
8 |
2, 3, 4, 5, 6 |
1, 2, 3, 4, 6, 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? Teachers will use 15 minute skill and practice
time to differentiate for students. Math WASL vocabulary will be emphasized using
word walls and student journals. All teachers will cover the material in the Everyday
Math curriculum. Bulletin boards and classroom display areas will
reflect student work in math and math word walls, including WASL vocabulary. Teachers teaching strategies and skills for WASL
items. Third-fifth grade teachers will use WASL release
items integrated with the Everyday Math to give students practice on WASL
type items. What building activities will occur to achieve this goal? School wide use of Everyday Math instructional
materials Data teams focused on mathematics Homework support through CLC. EXCEL Opportunity—18 hours of tutoring for in
each math and reading 4th grade students who received a 2 on
either the math or reading section of the WASL. Online Math resources including Everyday Math
games Parent Learning Nights for math |
Math will be the focus of the Data teams. Teachers will participate in the district math
trainings. District Math trainings Training on the use of data teams District provided training |
07-08 School year 07-08 School year 07-08 School year 07-08 School year 07-08 School year 07-08 School year Feb-April 2008 Feb-April 2008 2007-2008 School Year February-March 08 |
Baseline Staff meeting time Title One |