Title I SINA Action Plan

Title I SINA Action Plan for the Academic Years: 2004 to 2006 in the area of Reading

District: Community Schools &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Building:Williams______________ &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Date: 12/06/04

This is a broad general outline of actions to be taken. Each action step listed must be developed in greater depth to insure positive impact on student achievement= and professional development.

District Lon= g Range CSIP Goal for Identified Area: =

<= /o:p>

All students will reach high leve= ls of literacy achievement

Perso= ns writing the plan

(including parent involvement)=

Conta= ct Person: Nancy Jacobsen, Principal

Jean Eickhoff, Teacher; Richard Hatcher, Teacher; Kathleen Learn, (Former Building Coordinator); Mary Cash= man, AEA; Dave Quinn, AEA; Robert Tollefson, Teacher

Diagn= osis Summary:

CCQ 1.<= span style=3D'mso-spacerun:yes'> What do data te= ll us about student learning needs?

As a = result of the audit and diagnosis process, the following student achievement data sources were organized and analyzed:

ITBS: Grades 6- 8 showed de= ficits in the areas of analysis and generalization, factual understanding, = and vocabulary
Alignment of Standards/Benc= hmarks with instruction and assessments: It appears that the current state = of alignment of curricular standards (process and context) and benchmar= ks with instruction and assessment is a barrier to significantly improv= ing student achievement. B= oth district and school-wide efforts are needed to insure that both formative and standardized (ITBS) assessments are in alignment with district standards and benchmarks.&= nbsp; District and building efforts must be collaboratively and tim= ely and result in appropriate alignment.
Professional Development: Alignment of building professional development plan with IPDM and research-based content a= rea reading strategies needed to address identified ITBS skill deficit a= reas.
Parent Involvement: It appears that if parents = and students were more aware of grade-level expectations, student achievement may improve.

Build= ing Goal Statement for SINA to support prioritized learning needs

By Ma= y of 2006, 66.7% of students at grade 8 will be at the proficient level and ab= ove on ITBS Reading Comprehension test. By May of 2006, 50% of low socioeconomic students at grade 8 will = be at the proficient level and above on ITBS Reading Comprehension test.

Indic= ators of success:

CCQ 3:<= span style=3D'mso-spacerun:yes'> How will/do we = know student learning has changed?

Summa= tive data indicating increasing student achievement

ITBS/ITED scores: The percentage of students who= score at the proficient level or above (41^st percentile) on the ITBS Reading Comprehension test

AYP Trajectory: By the end of the 2005-06 school= year, 50.8% of low SES eighth grade st= udents will be proficient (at or above 41^st percentile on ITBS Reading Comprehension test) in reading by the end of the 2005-06 school year.

Other Indicators

· The percentage of eighth grade students who participated in the ITBS will be = at least 95%<= /p>

· The percentage of eighth grade low SES students who participated in the ITBS = will be at least 95%

· The average daily attendance rate for eighth grade students will be at least = 95%

· The average daily attendance rate for eighth grade low SES students will be at least 95%<= /p>

SBR S= ource

Strat= egies and implementation methods included in the action plan are based on the research identified during the Continuous Improvement Model and Reading F= irst (SWRT).

Conte= nt for the professional development identified through research:

CCQ 2.&= nbsp; What will be done to meet student learning needs?

Based upon the results of the audit and diagnosis processes, the building leadership team completed the research to identify the program/strategies to directly impact student achievement:

· Components of the Continuous Improvement Model

· Reading First (SWRT): Exceptional Education teachers, Literacy cad= re members, teachers

· Iowa Professional Development Model<= o:p>

· Cultural Proficiency (one strategy will be selected and implemented)

· Differentiation of Instruction (one strategy will be selected and implemented)=

Peer = Review Process

(including parent involvement)

The j= oint meetings of the intermediate schools in the planning process constituted = the initial peer review.

Imple= mentation: _____= _________ = How w= ill the goal be achieved? <= /i> CC2f. What actions/activities will we = use to address prioritized needs, established goals, and any gaps between current and research-based practice?	Expected Changes Student	Expected Changes Teacher	Align= ment and Responsibilities	Monit= oring and Adjustment
Impac= t on students and/or student learning = =	Stude= nt data to demonstrate impact (summative and formative assessments) =	Impac= t on teachers and/or teaching = =	Teach= er Data (formative data) § Frequency of teacher implementation § Quality of teacher implementation	1. Iowa Professional Development Model Component 2. Person(s) Responsible= 3. Time (when & how much)<= /o:p> 4. Resources	Th= e data collected (from the student data and teacher data) and decisions made help continually monitor, adjust, and evaluate each action and the overall pla= n. =
Actio= n # 1 · Continuation of building-wide leadership team to provide leadership in the design and implementation of the action plan =	NA	No da= ta necessary	In a collaborative setting, examine student data that reflect building culture (i.e. attendance, suspensions, expulsions).	=	Princ= ipal and leadership team = Meet = monthly = Weekly communication about student achievement via weekly calendar	= ***************** Th= is section must be completed throughout the year—during BLT meetings.<= span style=3D'mso-spacerun:yes'> The data collected (from the stu= dent data and teacher data) and decisions made help continually monitor, adjus= t, and evaluate each action and the overall plan. On= going through year 2 *****************

Impl= ementation	Stud= ent Change	Stud= ent Data	Teac= her Change	Teac= her Data	Alig= nment and Responsibilities	Moni= toring and Adjustment
Actio= n #2 = Imple= ment instructional focus lessons in Advisory Period = = = = = = = = = = = = = = = =	Stude= nts in grades 6 – 8 will increase their knowledge and skills in the areas = of analysis and generalization, factual understanding, and vocabulary.<= /o:p> = = = = = = = = =	Focus= Lesson Assessment data (approximate-ly every four weeks).	Atten= d weekly faculty meetings to support instructional focus lessons= = Deliv= er the instructional focus lessons: direct instruction by each teacher in Advisory Period twice a week= for 15 minutes each. = Assess student achievement: multiple choice questions formatted like ITBS; data = are examined and students who are not proficient are provided additional instruction and re-assessed. = Repor= t data as electronically = During grade-level team meetings, teachers share information about student achievement of the targeted skill and strategies for instruction. = = =	Meeti= ng Log	Facil= itator/Coordinatorand Susie Burkhart to support teachers. = Langu= age Arts teachers work with students who are not successful on the first assessmen= t in each unit. = Teach= ers integrate instructional focus in curriculum and instruction. <= /span> = The d= istrict needs to develop additional focus lessons at all three grade levels.=	=
Actio= n # 3 = Imple= mentation of content area reading strategies by all teachers. = = = = = = = = = = = = = = = = = = = = =	Stude= nts in grades 6 – 8 will increase their knowledge and skills in the areas = of analysis and generalization, factual understanding, and vocabulary =	NA	Liter= acy cadre members will study and implement Iowa Professional Development Model and scientifically based reading research strategies: examine data, set goals, use content provided, work with others (collaboration), provide di= rect instruction, reflect on instruction and data = Liter= acy cadre members will share selected reading comprehension strategies with staff. = Teach= ers will be implement one strategy at a time to increase their comfort level and effectiveness. = Teach= ers will integrate these strategies into their subject area content and materials u= sed = =	Imple= menta-tion logs will be used to measure fidelity of instruction = Meeti= ng notes/logs will be collected and reviewed	Build= ing/District coord= inator/facilitator as cadre leader = Cadre= members = Iowa Professional Development Model<= o:p> = Cadre= members provide will staff development to staff to share reading comprehension strategies and details of their implementation. = Teach= ers will implement these reading comprehension strategies in their classrooms and report their implementation data. = Princ= ipal to support the implementation of collection of data.	= ***************** Th= is section must be completed throughout the year—during BLT meetings.<= span style=3D'mso-spacerun:yes'> The data collected (from the stu= dent data and teacher data) and decisions made help continually monitor, adjus= t, and evaluate each action and the overall plan. On= going through year 2 *****************
Actio= n #4 = Build= ing leadership team meets to discuss the use and effectiveness of building st= aff development time. = =	NA	NA	Teach= ers provide input and exercise responsibility in building staff development t= hat aligns with student needs. = Teach= ers will become leaders (literacy cadre) in providing staff development. = Teach= ers will incorporate the IPDM components of collaborative planning, coaching, and practice – during team time and other contract time. = =	Imple= mentation logs. = Meeti= ng records.	Princ= ipal to ensure leadership team meets. = Publi= shed notes from the meeting. = Iowa Professional Development Model<= o:p> = Cultu= ral Proficiency = Diffe= rentiation of Instruction	= ***= ********** Th= is section must be completed throughout the year—during BLT meetings.<= span style=3D'mso-spacerun:yes'> The data collected (from the stu= dent data and teacher data) and decisions made help continually monitor, adjus= t, and evaluate each action and the overall plan. On= going through year 2 ***= **********
Actio= n #5 Excep= tional Education Teachers will continue to implement Reading First strategies = = = = = = = = = = = = = = = = =	Stude= nts in grades 6 – 8 will increase their knowledge and skills in the areas = of analysis and generalization, factual understanding, and vocabulary.<= /o:p> =	NA	Excep= tional Education Teachers will study and implement existing and additional Readi= ng First strategies.	Imple= mentation Logs	District Exceptional<= /span> Education Office	= ***= ********** Th= is section must be completed throughout the year—during BLT meetings.<= span style=3D'mso-spacerun:yes'> The data collected (from the stu= dent data and teacher data) and decisions made help continually monitor, adjus= t, and evaluate each action and the overall plan. On= going through year 2 *****************
Action #6 Assure alignment of standards and benchmarks, curriculum, and assessment and fidelity of instruction.	Stude= nts in grades 6 – 8 will increase their knowledge and skills in the areas = of analysis and generalization, factual understanding, and vocabulary.<= /o:p> = =	NA	Teach= ers will teach curriculum that is aligned with ITBS and standards and benchmarks.<= o:p> = Teach= ers will participate in subject area meetings to facilitate this alignment. = =	=	District needs to implement this alignment piece. Develop reading assessments. Develop rubrics (innovation configurations) to identify implementation. Principal to ensure fidelity of instruction	= ***= ********** Th= is section must be completed throughout the year—during BLT meetings.<= span style=3D'mso-spacerun:yes'> The data collected (from the stu= dent data and teacher data) and decisions made help continually monitor, adjus= t, and evaluate each action and the overall plan. On= going through year 2 *****************
Actio= n #7 = Teach= ers will implement one cultural competency strategy = Teach= ers will implement one differentiation strategy	= = Stude= nts in grades 6 – 8 will increase their knowledge and skills in the areas = of analysis and generalization, factual understanding, and vocabulary	= = NA	Teach= ers will attend staff development activities to examine data to determine appropri= ate strategies to support diverse student learning needs. = Throu= ghout the process, teachers will provide input and exercise responsibility to ensure that their instruction aligns with student needs = =	= Meeti= ng records	= Princ= ipal and leadership team = =	= ***= ********** Th= is section must be completed throughout the year—during BLT meetings.<= span style=3D'mso-spacerun:yes'> The data collected (from the stu= dent data and teacher data) and decisions made help continually monitor, adjus= t, and evaluate each action and the overall plan. On= going through year 2 ***= **********
Actio= n # 8 = Exami= ne and address the noted discrepancies between the intended curriculum, the implemented curriculum, and the attained curriculum	= Stude= nts in grades 6 – 8 will increase their knowledge and skills in the areas = of analysis and generalization, factual understanding, and vocabulary	= NA	= Teach= ers will identify essential knowledge and skills that have not been identified and verify sequencing of curriculum = =	= Curri= culum development logs and meeting notes	= Distr= ict curriculum leaders will work with teachers to align curriculum with ITBS<= o:p> = Distr= ict must assure adequate time to complete this initiative =	=

Impl= ementation

Stud= ent Change

Stud= ent Data

Teac= her Change

Teac= her Data

Alig= nment and Responsibilities

Moni= toring and Adjustment

Actio= n #2

Imple= ment instructional focus lessons in Advisory Period

Stude= nts in grades 6 – 8 will increase their knowledge and skills in the areas = of analysis and generalization, factual understanding, and vocabulary.<= /o:p>

Focus= Lesson Assessment data (approximate-ly every four weeks).

Atten= d weekly faculty meetings to support instructional focus lessons=

Deliv= er the instructional focus lessons: direct instruction by each teacher in Advisory Period twice a week= for 15 minutes each.

Assess student achievement: multiple choice questions formatted like ITBS; data = are examined and students who are not proficient are provided additional instruction and re-assessed.

Repor= t data as electronically

During grade-level team meetings, teachers share information about student achievement of the targeted skill and strategies for instruction.

Meeti= ng Log

Facil= itator/Coordinatorand Susie Burkhart to support teachers.

Langu= age Arts teachers work with students who are not successful on the first assessmen= t in each unit.

Teach= ers integrate instructional focus in curriculum and instruction. <= /span>

The d= istrict needs to develop additional focus lessons at all three grade levels.=

Actio= n # 3

Imple= mentation of content area reading strategies by all teachers.

Stude= nts in grades 6 – 8 will increase their knowledge and skills in the areas = of analysis and generalization, factual understanding, and vocabulary

Liter= acy cadre members will study and implement Iowa Professional Development Model and scientifically based reading research strategies: examine data, set goals, use content provided, work with others (collaboration), provide di= rect instruction, reflect on instruction and data

Liter= acy cadre members will share selected reading comprehension strategies with staff.

Teach= ers will be implement one strategy at a time to increase their comfort level and effectiveness.

Teach= ers will integrate these strategies into their subject area content and materials u= sed

Imple= menta-tion logs will be used to measure fidelity of instruction

Meeti= ng notes/logs will be collected and reviewed

Build= ing/District

coord= inator/facilitator as cadre leader

Cadre= members

Iowa Professional Development Model<= o:p>

Cadre= members provide will staff development to staff to share reading comprehension strategies and details of their implementation.

Teach= ers will implement these reading comprehension strategies in their classrooms and report their implementation data.

Princ= ipal to support the implementation of collection of data.

*****************

Th= is section must be completed throughout the year—during BLT meetings.<= span style=3D'mso-spacerun:yes'> The data collected (from the stu= dent data and teacher data) and decisions made help continually monitor, adjus= t, and evaluate each action and the overall plan.

On= going through year 2

*****************

Actio= n #4

Build= ing leadership team meets to discuss the use and effectiveness of building st= aff development time.

Teach= ers provide input and exercise responsibility in building staff development t= hat aligns with student needs.

Teach= ers will become leaders (literacy cadre) in providing staff development.

Teach= ers will incorporate the IPDM components of collaborative planning, coaching, and practice – during team time and other contract time.

Imple= mentation logs.

Meeti= ng records.

Princ= ipal to ensure leadership team meets.

Publi= shed notes from the meeting.

Iowa Professional Development Model<= o:p>

Cultu= ral Proficiency

Diffe= rentiation of Instruction

*****= ************

On= going through year 2

*****= ************

Actio= n #5

Excep= tional Education Teachers will continue to implement Reading First strategies

Stude= nts in grades 6 – 8 will increase their knowledge and skills in the areas = of analysis and generalization, factual understanding, and vocabulary.<= /o:p>

Excep= tional Education Teachers will study and implement existing and additional Readi= ng First strategies.

Imple= mentation Logs

District Exceptional<= /span>

Education Office

*****= ************

On= going through year 2

*****************

Action #6

Assure alignment of standards and benchmarks, curriculum, and assessment and fidelity of instruction.

Stude= nts in grades 6 – 8 will increase their knowledge and skills in the areas = of analysis and generalization, factual understanding, and vocabulary.<= /o:p>

Teach= ers will teach curriculum that is aligned with ITBS and standards and benchmarks.<= o:p>

Teach= ers will participate in subject area meetings to facilitate this alignment.

District needs to implement this alignment piece.

Develop reading assessments.

Develop rubrics (innovation configurations) to identify implementation.

Principal to ensure fidelity of instruction

*****= ************

On= going through year 2

*****************

Actio= n #7

Teach= ers will implement one cultural competency strategy

Teach= ers will implement one differentiation strategy

Stude= nts in grades 6 – 8 will increase their knowledge and skills in the areas = of analysis and generalization, factual understanding, and vocabulary

Teach= ers will attend staff development activities to examine data to determine appropri= ate strategies to support diverse student learning needs.

Throu= ghout the process, teachers will provide input and exercise responsibility to ensure that their instruction aligns with student needs

Meeti= ng records

Princ= ipal and leadership team

*****= ************

On= going through year 2

*****= ************

Actio= n # 8

Exami= ne and address the noted discrepancies between the intended curriculum, the implemented curriculum, and the attained curriculum

Stude= nts in grades 6 – 8 will increase their knowledge and skills in the areas = of analysis and generalization, factual understanding, and vocabulary

Teach= ers will identify essential knowledge and skills that have not been identified and verify sequencing of curriculum

Curri= culum development logs and meeting notes

Distr= ict curriculum leaders will work with teachers to align curriculum with ITBS<= o:p>

Distr= ict must assure adequate time to complete this initiative

Whole Staff Professional Developme= nt Dates and Times—Includes Peer Coaching and Peer Observations (Early release)=

_______________________________________________
TOTAL HOURS OF PROFESSIONAL DEVELOPMENT

_______________________________________________

TOTAL HOURS OF PROFESSIONAL DEVELOPMENT

This outline and included actions should qualify for licensure rene= wal and graduate credit. Contact = your local AEA for information.

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BLT Meeting Dates and Times

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