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NORTH GROVE ELEMENTARY SCHOOL
NORTH CENTRAL ASSOCIATION AND PL221 SCHOOL IMPROVEMENT PLAN
2010-2011
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NCA/PL 221 Standing Committees Steering Committee Professional Development Leadership Language Arts Task Force Math Task Force Social Committee Social Studies Task Force Science Textbook Adoption High Ability Task Force Reading K-3
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Center Grove Community School Corporation
Vision Statement
"To develop knowledgeable, confident and responsible citizens by providing an extensive learning experience relevant to the interests and capabilities of every student, in partnership with the home and
community."
North Grove Mission NGES encourages and empowers every child to achieve their highest potential.
North Grove Vision NGES nurtures growth through curriculum, citizenship, and technology by supporting every
child, every day, achieving success in every way.
North Grove Belief Statements
We believe our dedicated and supportive staff works for the benefit of the whole child.
We believe in fostering a safe environment, which will enable all students to meet their potential.
We believe in creating a strong academic focus and utilizing all available resources.
We believe in partnering with our parents and others in our community.
We believe respecting differences has a positive impact on the North Grove community.
Johnson County and White River Township
Johnson County is one of the fastest growing counties in Indiana. According to the 2000 U.S. Census the county’s population increased almost 31% since the 1990 census to 115,209. Slightly more than 96% of the county’s population is white with persons of Hispanic origin making up 1.4% of the population. Other ethnic categories represent less than 1% each of the county’s population. Median household income is $48,879, over $10,000 more than the state average. Most recent census data available indicates that slightly over 80% of the county’s residents have a high school diploma while college graduates make up 16.7% of the population. White River Township is located in the northwest corner of Johnson County and occupies a little over fifty square miles of the county’s 320 miles. The great majority of the township is unincorporated although portions of Greenwood and Bargersville are within the township. The township’s population is 35, 539.
Center Grove Community School Corporation
The Center Grove Community School Corporation covers 48 square miles within White River Township, Johnson County. Facilities include six elementary schools, two middle schools and one high school. Other facilities include: an educational services building, a maintenance building, and a bus garage. The corporation offers services for special education students along with support from Special Services, Johnson County Schools. Adult and student vocational education is available through the Central Nine Career Center. Ninety-three percent of the Center Grove Corporation students are Caucasian. Thirteen percent of our students participate in the free and reduced lunch program.
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A five member elected Board of School Trustees governs the Center Grove Community School Corporation. Our school corporation has one superintendent, two assistant superintendents and a chief financial officer. Directors of curriculum, technology and human resources assist with the day-to-day operations of the corporation. Our school year consists of 180 school days divided into nine week grading periods for students. In addition, mid term reports are sent home with students half way through each grading period. Parent teacher conferences are held for all students in the fall after the first grading period. Each Wednesday students are released forty-five minutes early to allow time for staff to take part in various professional development activities.
Unique Local Insights
North Grove Elementary School is one of five elementary schools in the Center Grove Community School Corporation. North Grove is located in the northeastern section of White River Township of Johnson County. The school was originally constructed in 1965 with additions in 1973 and 1986. The school currently educates 450 students in kindergarten through fifth grade with 150 more students joining the school in the fall of 2010. In addition to the students residing in North Grove’s attendance district, identified fourth and fifth grade high ability students from two other Center Grove elementary schools receive their education at North Grove. The percentage of students qualifying for free and reduced lunch has risen each of the past several years to a current level of thirty-two percent. A breakfast program was instituted two years ago with the number of participants increasing each year. A few changes have occurred in the educational programs at North Grove since our first NCA/PL221 School Improvement Plan in the fall of 2002. First of all, sixth grade has been moved to our two middle schools. Second, a full-day kindergarten program was instituted for at-risk students two years ago. An at-risk full day kindergarten program was started two years ago. This year the full-day kindergarten program went from serving at-risk students to serving students of all abilities with a shift to a full-day for pay program. An Essential Skills classroom for elementary age students with a variety of handicapping conditions was held in North Grove, but will be replaced with an ELL classroom in the fall of 2010.
Staffing
A staff of sixty provides a warm, nurturing, safe learning environment for the North Grove school community. In the fall of 2010 staffing increased as a result of closing one elementary school and redistricting more than 150 students to our school. Certified staff members include one administrator, 24 classroom teachers, 4 special area teachers (art, library, music, and physical educational), 2 extended learning teachers, 2 special needs teachers, 1 speech pathologist, 1 ENL teacher, and 1 student services coordinator. Five special education assistants, two kindergarten assistants, a speech assistant, a library and computer lab assistant, two secretaries, 3 custodians, a clinic assistant, and 7 cafeteria personnel also support the students and staff. Before and after school child care is provided by Honey Grove Education Daycare, an outside contractor. Johnson County Special Services provides additional support and service to students.
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Curriculum The Center Grove Community School Corporation has instituted a process for curriculum mapping. This process allows for all teachers to document curriculum/instruction/assessment and align this to state standards. Vertical alignment across grade-levels as well as horizontal alignment between grade-levels is part of this process. Mathematics is currently being mapped by all classroom teachers. The curriculum maps are housed in a web-based program, Rubicon-Atlas, to which all teachers and administrators have access. The curriculum provides a strong foundation in the basics as well as opportunities for creative expression, artistic growth, and physical and social development. There is a written curriculum housed in every classroom and in the administrative office for all subject areas, with suggested resource materials included. In an effort to provide an effective learning environment for all students, teachers are encouraged by the building principal to create a learning environment that incorporates a wide variety of instructional strategies. Teachers support our inclusion model by differentiating curriculum as they accommodate individual needs of students. All academic areas are evaluated and curriculum is revised every six years in conjunction with the state textbook adoption cycle.
High Ability Programming
North Grove is home to the district’s high ability program for fourth and fifth grade. Third and fourth grade students who scored at the Pass+ level on the ISTEP+ language arts and /or math sections are placed in a talent pool for further testing to determine eligibility for Center Grove’s Extended Learning Program. In addition, fifth grade students scoring at the same level on the ISTEP+ test will receive further testing to determine eligibility for middle school honors courses. The district has convened a high ability task force multiple times over the past couple of school years to examine the district’s current programming for high ability students at all levels and make recommendations for expanding programming as well comply with Indiana Code 20-36-2-2.
Technology
At North Grove, technology is used to support the students’ curriculum, teachers’ administrative duties, and communication with parents. For the students’ use, two computer labs are available with a technology assistant and paraprofessional. Computers are also located in each classroom for individual or small group use. Programs reinforcing content and skills are available as well as the opportunity to use the Internet for research. In addition, teachers use technology to enhance the delivery of curriculum to the students. This would include such technologies as curriculum-mapping on a web-based program, PowerPoint presentations by students and teachers, LCD projectors, digital cameras and camcorders, ELMO visual displays, Interactive Chalkboards, and two mobile laptop labs. Every classroom is equipped with LCD projector and an ELMO. In addition, 2nd grade classrooms integrate technology with a DOE grant that provided 1:1 laptops for all students in this grade level. One to one laptops project carts have also been added to the high ability classrooms. Teachers’ administrative duties are supported through the use of a web-based grade book program and e-mail system. Communication with parents is enhanced through the availability of accessing their child’s grades on the web as well as mid-term and end-of-term reporting from that program.
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Student Involvement
There are many opportunities for student involvement at North Grove. These activities include:
Student Council
Spell Bowl team
Math Bowl team
Writers’ Club
Young Astronauts
Intramurals
Environment Club
Fitness Club
Viking Voices
Parent Involvement
There are many opportunities for parental involvement at North Grove as well. These opportunities include:
Meet The Teacher Night
Spring Fling
Santa Shop
Book Fair (twice a year)
Fundraisers
Field trip chaperones
Room parents
PTO & Dad’s Club
Family Movie Nights
Textbook Adoption
Parent/teacher conferences
Classroom assistance
PEEL
Family Math and Literacy Night
School Distinctions
North Grove Elementary has been recognized as a Four Star School on twelve different occasions. We have narrowly missed receiving this award the past two years because of our attendance average. This is evidence of the consistency of academic achievement that North Grove has shown throughout the years.
RTI and Data North Grove uses multiple tools to identify students with learning weaknesses. AIMSweb is used in grades K-1 to screen for decoding issues. This assessment breaks down the decoding process into specific categories. In addition, AIMSweb is used to assess and progress monitor students in grades
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2-5. All students in grades K-5 participate in AIMSweb screening and those with weaknesses are remediated during RTI, with the Title 1 instructor, or within the classroom. Interventions are applied, such as the software programs The Reading Center, HeadSprout, FASSTMath, Waterford, Compass, Acuity, Read Naturally, and Read About. The purpose for using these tools is to catch students with weaknesses early in their elementary education and address those weaknesses in a timely manner.
Cultural Competency
Less than nine percent of North Grove’s enrollment is made up of minorities. Our staff needs to be sensitive to cultural differences and make necessary accommodations. A growing free/reduced lunch population dictates that staff development will need to address issues related to poverty. All students whose first language is not English are screened to determine the need for English as a New Language instruction. North Grove students identified as needing ELL instruction were enrolled at West Grove this past year working with a certified ELL teacher. In the fall of 2010, ELL students will remain at North Grove with a certified teacher.
Safe and Disciplined School
Safety has been an important consideration at North Grove Elementary. A security system provides access to staff through the use of identification cards while controlling access to others. All visitors entering the building are guided to the office to sign in and obtain identifying badges. Two-way radios are used for teachers to communicate with the office while they are monitoring students on the playground. Teachers have been trained in emergency procedures for various situations. They are provided with an “NG Emergency” bag that they take with them to recess duty, convocations, and safety drills. Positive Behavior Systems are being reviewed and evaluated to determine possible implementation next school year.
Professional Development
Professional development is a keystone for school improvement. North Grove teachers have spent considerable time in a variety of professional development activities. Early release Wednesdays have provided our staff opportunities for collaboration and articulation. In addition, early release days are used to map our curriculum and align it with state standards. Other activities taking place during early release days include disaggregation of data, professional goal development, and various literacy and technology initiatives. Professional development continues to take place at other times including professional days, before and after school, preparation periods, and summer vacation. Professional development activities at North Grove have included:
Development of a leveled book room
Guided Reading Book Study
Literacy coaching
AIMSweb, Datamine, ACUITY, and RTI training
Math task force
Language Arts task force
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Social Studies task force
Leadership team meetings
Special Education training
Differentiated Instruction
Positive Behavior Supports
Percentage of Students on Free/Reduced Lunch
Analysis North Grove’s percent of students receiving free or reduced lunches increased more than 800% the past six years. This marked increase has had an impact on overall student achievement. Attendance incentives and achievement interventions are utilized to motivate students to attend school and perform at their maximum potential when they are present at school. Staff development will need to address issues related to poverty and its impact on the learning process.
Enrollment by Ethnicity
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Analysis There has been very little change in the ethnic make up of the student body at North Grove Elementary. Teachers need to be aware of and respect cultural differences.
Attendance Rate
Analysis North Grove’s attendance rate has consistently been above the state average. However, our attendance rate is an area where we would like to see improvement. On at least two occasions we have missed being named a Four Star School due to our attendance rate. Next year we plan on adding an automated line to contact parents whenever a child is absent. In addition, we will make positive adjustments in our approach to improve attendance throughout the school by proactively sending out monthly reminders, adding attendance incentives, and recognizing improvements throughout the year.
Percent of Students Passing Both E/LA and Math
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Analysis The percentage of students passing both E/LA and Math has steadily increased over the past several years, but most recently took had a significant decline. It will be imperative to reexamine our approach to ISTEP+ and other data to determine instructional focus. Staff development has been extensive in literacy and curriculum mapping. Implementation of focus groups to examine our performance on the spring ISTEP+ will be instrumental in analyzing and evaluating trend data next year. Utilization of ACUITY to examine student performance on state standards will support differentiated instruction that best meets the skills needed.
Percent of Third Grade Students Passing Math
Analysis
North Grove third graders showed remarkable growth in Math between 2003 and 2005, but recently it has been inconsistent. An outside consultant was brought in to work with our staff on problem solving and computation. The staff spent considerable time mapping the curriculum and structuring spiraling activities as a part of their weekly math instruction. This undoubtedly paid off as the chart illustrates. The decline since then is an area of concern. Adoption of the math program currently used in the classroom happened in 2004. Since the adoption of the new math series the scores have decreased considerably over the last 4 years. This decrease should be closely examined and re-evaluated when the school and district goes through math adoption during the 2009-2010 school year. We hope the newly adopted math program will make an immediate impact on our performance.
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Percent of Third Grade Students Passing E/LA
Analysis There have been some slight fluctuations in the scores the past six years. The staff has had the wonderful opportunity to work on balanced literacy with a literacy coach extensively the past two years. Professional development the past couple of years focused on the integration of a Balanced Literacy framework in the classroom. We look forward to seeing how much these professional development opportunities impact student achievement in ELA on future assessments.
Percent of Fifth Grade Students Passing Math
Analysis North Grove fifth graders have shown improvement in Math from 2004-2006. The staff spent considerable time mapping the curriculum and structuring spiraling activities as a part of their weekly math instruction. However, the decline from 2006-208 in the percentage of student passing ISTEP+ Math is a cause of concern. Further analysis is warranted to see if this decline continues. Textbook adoption will be on our mind in 2009-201o with a focus on improving math achievement across the board.
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Percent of Fifth Grade Students Passing E/LA
Analysis Fifth grade E/LA passing percentages have been somewhat consistent over the past 5 years. The past three years have shown a slight increase in students passing ELA which could be attributed to our integration of Balanced Literacy. Utilization of a literacy coach the past 2 years has been instrumental in moving towards this literacy framework.
Reading Comprehension
Analysis
Although the percentage of students achieving mastery level for reading comprehension is commendable for 2007, consistency has been an issue the past five years. Since reading is the foundation for success in other content areas the importance of reading comprehension cannot be overstated. A focus in the area of reading comprehension and providing a balanced literacy approach is warranted in order to increase the achievement level reached on the 2007 ISTEP+ test. Disaggregation of this data is needed in order to effectively analyze the decline noticed on the test this year.
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Disaggregation of Data
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Analysis
Examination of the data provides a mixed bag of information. Overall student performance is at a high level. Achievement of third grade girls in math is a cause of concern. During this same time period third grade boy’s achievement in math increased. Boys are not achieving at the same level as girls on the English/language arts portion of ISTEP+. A concern is also the achievement level of special education and free/reduced lunch students in both English/language arts and math. Although there appears to be some bright spots much work is needed to bring these students up to the level of the general education population.
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First Grade DIBELS Testing
Analysis North Grove’s primary students are screened three times each year using the DIBELS Oral Reading Fluency test. The DORF is a standardized, individually administered test of accuracy and fluency with connected text. From 2006-2008 testing indicated the percentage of students at Low Risk has decreased while the percentage of students testing at the At Risk and Some Risk levels has increased. However, testing from 2008 to 2009 indicates a decrease in the percentage of students considered some or at risk with their oral reading fluency. DIBELS will be replaced with AIMSweb fluency assessments beginning the fall of 2010. It is hoped the school and district’s emphasis on literacy over the next three-five years will have a positive impact on our early readers.
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School Improvement Goal Analysis of data indicates a need for focus in the area of literacy and specifically in reading comprehension. The DIBELS Oral Reading Fluency test is a precursor of successful comprehension and recent testing indicates an increase in the numbers of “at risk” and “some risk” students. ISTEP+ reading comprehension levels have been inconsistent. Survey results indicate a focus on reading is warranted. Goal: NORTH GROVE STUDENTS WILL IMPROVE READING COMPREHENSION SKILLS ACROSS THE CURRICULUM.
Benchmarks 2008-2009
Increase in student ISTEP scores in English/Language Arts (grades 3-5) Reading vocabulary, reading comprehension and writing applications by a minimum of 2% from 2008-2011. **Scores from 2009 spring ISTEP testing will serve as the grade-level baseline. 85% of grade 3-5 students will show at least 25 points of growth on the Scantron Performance assessment from their fall to spring scores. DIBELS (grades K-2) 85% of students will show an increase over their individual DIBELS fall baseline scores on both the mid-year and spring assessment
2009-2010 Increase in student ISTEP scores in English/Language Arts (grades 3-5) Reading vocabulary, reading comprehension and writing applications by a minimum of 2% from 2008-2011. **Scores from 2009 spring ISTEP testing will serve as the grade-level baseline.
80% of grade 3-5 students will show at least 25 points of growth on the Scantron Performance assessment from their fall to spring scores. Scantron was replaced with ACUITY and as a result data provided did not have comparable growth comparisons. DIBELS (grades K-2) 90% of students will show an increase over their individual DIBELS fall baseline scores on both the mid-year and spring assessment. DIBELS will be replaced with AIMSweb’s Test of Early Literacy Skills in the fall of 2010. Common assessments (grades K-5) 85% of students will show mastery (80%) of the concepts on grade level semester one and semester two common assessments. Due to budget constraints, professional development money was unavailable for teachers to met and create common assessments. Authentic student reading/writing assessment products: 85% of students will show average or above skills, using the district grade-level rubric scores, on classroom reading and writing products.
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2010-2011 Increase in student ISTEP scores in English/Language Arts (grades 3-5) Reading vocabulary, reading comprehension and writing applications by a minimum of 2% from 2009-2010. SRI 85% of 2-5th grade students will receive a Lexile score at or above grade level on the end of year SRI assessment. AIMSweb (grades K-1st) 85% of students will show an increase over their individual AIMSweb fall baseline scores on both the mid-year and spring assessment. AIMSweb (grades 2nd-5th) 85% of students will be at or above grade level fluency benchmarks on the end of year AIMSweb RCBM assessment. Common assessments (grades K-5) ACUITY assessments are currently being established for the upcoming year. Authentic student reading/writing assessment products: 85% of students will show average or above skills, using the district grade-level rubric scores, on classroom reading and writing products. Teachers will utilize collaborative grading procedures to determine student performance on the rubrics.
2011-2012 Increase in student ISTEP scores in English/Language Arts (grades 3-5) Reading vocabulary, reading comprehension and writing applications by a minimum of 2% from 2010-2011. SRI 90% of 2-5th grade students will receive a Lexile score at or above grade level on the end of year SRI assessment. AIMSweb (grades K-1st) 90% of students will show an increase over their individual AIMSweb fall baseline scores on both the mid-year and spring assessment. AIMSweb (grades 2nd-5th) 90% of students will be at or above grade level fluency benchmarks on the end of year AIMSweb RCBM assessment. Common assessments (grades K-5) ACUITY assessments are currently being established for the upcoming year. Authentic student reading/writing assessment products: 85% of students will show average or above skills, using the district grade-level rubric scores, on classroom reading and writing products. Teachers will utilize collaborative grading procedures to determine student performance on the rubrics.
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Strategies
Guided reading and writing will focus on Reading Response Journals and Student Literacy Conferences. Reading response journals are a place where students respond to literature by recording their thoughts, feelings, reactions, and questions about the book they are reading. Through the use of response journals, students will ask questions about literature, respond to characters decision-making skills, make connections to their own lives, and make meaning for themselves. A student led conference allows for the student to facilitate part of the conference as they show mastery of learning. The student includes self-assessment and reflection as part of the conference. The student, teacher, and parent help to determine future goals. Through student literacy conferences, students and teachers will celebrate, validate, encourage, nudge, teach, assess and set goals in reading and writing. Establishing a literacy environment during the first 20 days of school will be another strategy, including explaining procedures and initiating use of flexible groups, use of anchor charts, literacy work stations, 6+1 trait rubrics for writing products, and classroom libraries.
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Action Plan for 2008-2012
Center Grove Community Elementary Schools
Goal: Students will improve reading comprehension skills across the curriculum
Instructional Best
Practices
2008-2009 2009-2010 2010-2011 2011-2012
How will we integrate
best practices to meet
our goal of improving
reading comprehension
skills in the classroom?
Introduce and support implementation:
Guided Reading and Writing:
1. Reader Response Journals:
Reading response journals are
a place where students respond
to literature by recording their thoughts, feelings, reactions, and
questions about the book they are
reading.
Through the use of response
journals, students will ask questions about literature,
respond to characters decision-
making skills, make connections to their own lives, and make
meaning for themselves.
2. Student Literacy
Conferences
A student led conference allows for the student to facilitate part
of the conference as they show
mastery of learning. The student includes self-assessment and
reflection as part of the
conference. The student, teacher, and parent help to
determine future goals.
Through student literacy
conferences, students and
teachers will celebrate, validate, encourage, nudge, teach, assess
and set goals in reading and
writing.
Reinforce and support implementation:
Guided Reading and Writing:
Implement district K-12 Balanced literacy
Framework: (flexible groups, literacy
workstations, literature circles, book clubs,
matching readers with texts, conferences, peer
editing, essays, formulate questions)
1. Readers’ Response:
Written and oral reading response activities allow students to respond to literature by
communicating their thoughts, feelings,
reactions, and questions about the literature they are reading.
Through the use of reader’s response, students will ask questions about literature, respond to the
characters, make connections to their own lives,
and make meaning for themselves.
2. Student Literacy Conferences
A student led conference allows for the student to facilitate part of the conference as they show
mastery of learning. The student includes self-
assessment and reflection as part of the conference. The student, teacher, and parent
help to determine future goals.
Through student literacy conferences, students
and teachers will celebrate, validate, encourage,
nudge, teach, assess and set goals in reading and writing.
3. Establish literacy environment during the first 20 days of school including explaining
procedures and initiating use of:
A. Flexible groups B. Use of anchor charts
C. Use of literacy work stations
D. Utilizing 6+ 1 trait rubrics for writing products
E. Classroom Libraries
Reinforce and support implementation:
Guided Reading and Writing:
Implement district K-12 Balanced literacy
Framework: (flexible groups, literacy
workstations, literature circles, book clubs,
matching readers with texts, conferences, peer
editing, essays, formulate questions)
1. Readers’ Response:
Written and oral reading response activities allow students to respond to literature by
communicating their thoughts, feelings,
reactions, and questions about the literature they are reading.
Through the use of reader’s response, students will ask questions about literature, respond to the
characters, make connections to their own lives,
and make meaning for themselves.
2. Student Literacy Conferences
A student led conference allows for the student to facilitate part of the conference as they show
mastery of learning. The student includes self-
assessment and reflection as part of the conference. The student and teacher help to
determine future goals.
Through student literacy conferences, students
and teachers will celebrate, validate, encourage,
nudge, teach, assess and set goals in reading and writing.
3. Establish literacy environment during the first 20 days of school including explaining
procedures and initiating use of:
A. Flexible groups B. Use of anchor charts
C. Use of literacy work stations
D. Utilizing 6+ 1 trait rubrics for writing products
E. Classroom Libraries
Reinforce and support implementation:
Guided Reading and Writing:
Implement district K-12 Balanced literacy
Framework: (flexible groups, literacy
workstations, literature circles, book clubs,
matching readers with texts, conferences, peer
editing, essays, formulate questions)
1. Readers’ Response:
Written and oral reading response activities allow students to respond to literature by
communicating their thoughts, feelings,
reactions, and questions about the literature they are reading.
Through the use of reader’s response, students will ask questions about literature, respond to the
characters, make connections to their own lives,
and make meaning for themselves.
2. Student Literacy Conferences
A student led conference allows for the student to facilitate part of the conference as they show
mastery of learning. The student includes self-
assessment and reflection as part of the conference. The student, teacher, and parent
help to determine future goals.
Through student literacy conferences, students
and teachers will celebrate, validate, encourage,
nudge, teach, assess and set goals in reading and writing.
3. Establish literacy environment during the first 20 days of school including explaining
procedures and initiating use of:
A. Flexible groups B. Use of anchor charts
C. Use of literacy work stations
D. Utilizing 6+ 1 trait rubrics for writing products
E. Classroom Libraries
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PROFESSIONAL
DEVELOPMENT 2008-2009 2009-2010 2010-2011 2011-2012
What professional
development will be
provided to support the
action plan?
Summer 2008
Consultant Janet Hale working with K-12 curriculum mapping language
arts task force to complete K-12
language arts essential maps and common assessments
CG administrators attend National
Differentiated Instruction Conference with focus on literacy
CG administrators attend “literacy bootcamp” to enhance literacy
instructional leadership skills
School Year 2008-2009
District wide common book study:
The Continuum of Literacy Learning by Fountas and
Pinnell
Early Releases will be structured so that each
month provides:
1 Early Release for literacy learning 1 Early Release for district book
study
1 Early Release for Curriculum Mapping
(focus: Language Arts Consensus Maps)
1 Early Release for building
work/coaching
Professional Development will be provided by:
District-hired consultants – curriculum
mapping, literacy strategies, support, assessment and management
Building instructional leaders –
supporting a literacy environment, instructional best practices
Coaches – will provide building-based
support and will meet with each grade level 2X per semester to discuss,
follow-up and extend previous Early
Release professional development topic. Will model strategies. “At-the
elbow” professional development:
will be provided by building-based literacy coaches and will emphasize
the topics of each early release
Literacy leaders – practical applications
Summer 2009:
Curriculum mapping language arts task force to complete K-12 reading essential maps and
common assessments
School Year 2009-2010
Early Releases will be structured so that each
month provides: 1 Early Release for literacy learning
1 Early Release for district book study
1 Early Release for Curriculum Mapping (focus: Language Reading Consensus Maps)
1 Early Release for building work/coaching
Focus: flexible groups, use of anchor charts, use
of K-12 Balanced literacy framework, use of
literacy stations and using 6+1 traits rubrics for
writing products.
Professional Development will be provided by:
District-hired consultants – curriculum mapping, literacy strategies, support, assessment and
management
Building instructional leaders – supporting a literacy environment, instructional best practices
Coaches – will provide building-based support
and will meet with each grade level 1X per month to discuss, follow-up and extend previous
Early Release professional development topic.
Will model strategies. “At-the elbow”
professional development: will be provided by
building-based literacy coaches and will
emphasize the topics of each early release Literacy leaders – practical applications
August 2009 – April 2010
Will focus on applying the best practices of
reader response journals, student literacy conferences, shared reading/writing and using
flexible groups, anchor charts, the K-12 Balanced
Literacy Framework and using 6+1 traits rubrics for writing products.
August 2009 Early Release
Flexible grouping for reading, writing, etc., the
K-12 Balanced Literacy Framework September 2009 Early Release
Flexible grouping continued, the K-12 Balanced
Literacy Framework October 2009 Early Release
Anchor charts and flexible grouping, the K-12
Balanced Literacy Framework November 2009 Early Release
Summer 2010:
Curriculum mapping is on hold until future budgets allow for professional development
activities.
School Year 2010-2011
“Putting the Pieces Together” training and
professional development within the school for new teachers during the school year.
Early Releases will be structured so that each month provides:
1 Early Release for literacy learning
1 Early Release for AdvancED/PD
1 Early Release for Curriculum Mapping
1 Early Release for data
Professional Development will be provided by:
District-hired consultants – curriculum
mapping, literacy strategies, support, assessment and management
Building instructional leaders – supporting a
literacy environment, instructional best practices
August 2010 – April 2011
Will focus on applying the best practices of
readers’ response, student literacy conferences, shared reading/writing and using flexible
groups, anchor charts, the K-12 Balanced
Literacy Framework and using 6+1 traits rubrics for writing products.
Language Arts Task Force will revise writing
common assessments and READING Essential
Maps if professional development money is available.
Science task Force will work with Power Standards and create district Essential Maps and
common assessments.
Summer 2011:
Curriculum mapping language arts task force to complete K-12 reading essential maps and
common assessments
School Year 2011-2012
Early Releases will be structured so that each
month provides: 1 Early Release for literacy learning
1 Early Release for AdvancED/PD
1 Early Release for Curriculum Mapping 1 Early Release for data
Professional Development will be provided by:
District-hired consultants – curriculum mapping,
literacy strategies, support, assessment and management
Building instructional leaders – supporting a
literacy environment, instructional best practices Coaches – will provide building-based support
and will meet with each grade level 1X per
month to discuss, follow-up and extend previous
August 2011 – April 2012
Will focus on applying the best practices of
reader response journals, student literacy conferences, shared reading/writing and using
flexible groups, anchor charts, the K-12
Balanced Literacy Framework and using 6+1 traits rubrics for writing products.
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August 2008 Early Release
Common vocabulary of literacy, District literacy framework, Lexile
scores
September 2008 Early Release Classroom norms and a management
for a literacy classroom (DVD
examples: anchor charts, small, flexible groups examples)
October 2008 Early Release
Using Lexiles, leveled readers (What are leveled readers, How do they
support reading and writing?)
November 2008 Early Release Reader response journal concept
introduction.
December 2008 Early Release
Student literacy conferences concept
introduction.
January 2009 Early Release Differentiating reader response
journals and student literacy
conferences for ENL, high ability, special education students and
struggling readers.
February 2009 Early Release Using leveled materials.
March 2009 Early Release
Sharing student work protocol using Reader Response Journals.
April 2009 Early Release
Reader response journal assessment.
May 2009 Early Release
Reflecting upon professional growth.
Anchor charts and flexible grouping, the K-12
Balanced Literacy Framework December 2009 Early Release
Anchor charts and flexible grouping, the K-12
Balanced Literacy Framework January 2010 Early Release
6+1 Traits, flexible groups, the K-12 Balanced
Literacy Framework February 2010 Early Release
6+1 Traits, flexible groups, the K-12 Balanced
Literacy Framework March 2010 Early Release
6+1 Traits, flexible groups, the K-12 Balanced
Literacy Framework April 2010 Early Release
6+1 Traits, flexible groups, the K-12 Balanced
Literacy Framework
May 2010 Early Release
Reflecting upon professional growth.
Language Arts Task Force will revise writing
common assessments and READING Essential Maps
* Science task Force will work with Power
Standards and create district Essential Maps and common assessments.
22
ACCOUNTABILITY 2008-2009 2009-2010 2010-2011 2011-2012 Who will be accountable for
the implementation of the
action plan?
District Administrators – Build capacity
among administrators for creating a positive
literacy environment. build knowledge and
capacity among administrators for differentiated instruction. Support technology
needs of the building through the district
technology plan. Screen and secure
appropriate district-level consultants. Provide
time for early release professional
development. Provide literacy coaches for
the district. Present and support K-12
Comprehensive Literacy Framework. Provide summer curriculum mapping work time,
stipends and consultant.
Building Level Administrators -- Build
capacity among teachers for creating a
positive literacy environment. Build
knowledge and capacity among teachers for differentiated instruction. Schedule and
support need for 90 minutes language arts
block at each grade level. Work to support
appropriate district-level consultants. Provide
time for early release professional
development. Support literacy coaches
building level work. Present and support K-
12 Comprehensive Literacy Framework. Provide books to teachers for district book
study. Work with faculty to administer
appropriate assessment and interpret and use
the resulting data.
Coaches – Work collectively and individually
with teachers to implement the instructional
strategies for the building goal. Will provide
building-based support and will meet with
each grade level 2X per semester to discuss, follow-up and extend previous Early Release
professional development topic. Will model
strategies. “At-the elbow” professional
development: will be provided by building-
based literacy coaches and will emphasize
the topics of each early release. Work with
faculty to administer appropriate assessment
and interpret and use the resulting data.
District Administrators – Build knowledge and
capacity among administrators for creating a
positive literacy environment, differentiated
instruction, flexible groups, use of anchor charts, use of literacy work stations, and use of 6+1
Traits rubrics for writing products. Support
technology needs of the building through the
district technology plan. Screen and secure
appropriate district-level consultants. Provide
time for early release professional development.
Provide literacy coaches for the district. Support
and promote K-12 Comprehensive Literacy Framework. Provide summer curriculum mapping
work time, stipends and consultant.
Building Level Administrators -- Build capacity
among teachers for creating a positive literacy
environment. Build knowledge and capacity
among teachers for differentiated instruction. Schedule and support need for 90 minutes
language arts block at each grade level. Schedule
and support a 30 minute RTI/ Enrichment/
Differentiation/ ENL/ counseling group daily
time. Work to support appropriate district-level
consultants. Provide time for early release
professional development. Support and promote
literacy coaches building level work. Support and promote K-12 Comprehensive Literacy
Framework, specifically flexible groups, use of
anchor charts, use of literacy work stations, and
use of 6+1 Trait rubrics for writing products.
Provide books to new teachers for district book
study. Work with faculty to administer
appropriate assessment and interpret and use the
resulting data. Walkthroughs will be used to facilitate ongoing literacy conversations.
Coaches – Work collectively and individually
with teachers to implement the instructional
strategies for the building goal. Will provide
building-based support and will meet with each
grade level 1X per month to discuss, follow-up and extend previous Early Release professional
development topic. Will model strategies. “At-the
elbow” professional development: will be
provided by building-based literacy coaches and
will emphasize the topics of each early release ,
specifically flexible groups, use of anchor charts,
use of literacy work stations, and use of 6+1 Trait
rubrics for writing products Work with faculty to administer appropriate assessment and interpret
and use the resulting data.
District Administrators – Build knowledge and
capacity among administrators for creating a
positive literacy environment, differentiated
instruction, flexible groups, use of anchor charts, use of literacy work stations, and use of 6+1
Traits rubrics for writing products. Support
technology needs of the building through the
district technology plan. Provide time for early
release professional development. Support and
promote K-12 Comprehensive Literacy
Framework.
Building Level Administrators -- Build capacity
among teachers for creating a positive literacy
environment. Build knowledge and capacity
among teachers for differentiated instruction. Schedule and support need for 90 minutes
language arts block at each grade level. Schedule
and support a 30 minute RTI/ Enrichment/
Differentiation/ ENL/ counseling group daily
time. Provide time for early release professional
development. Support and promote K-12
Comprehensive Literacy Framework, specifically
flexible groups, use of anchor charts, use of literacy work stations, and use of 6+1 Trait
rubrics for writing products. Provide books to
new teachers for district book study. Work with
faculty to administer appropriate assessment and
interpret and use the resulting data.
Walkthroughs will be used to facilitate ongoing
literacy conversations.
Coaches- Due to budget reductions, coaches have
moved into a teaching position within the
buildings.
Teachers - The instructional staff is responsible
for creating a positive literacy classroom as part
of the overall learning environment of the school, specifically flexible groups, use of anchor charts,
use of literacy work stations, and use of 6+1 Trait
rubrics for writing products. Instructional staff
members are responsible for participating in
professional development activities and for
providing quality, engaging teaching and learning
experiences. Specifically, the staff is responsible
for implementing the teaching strategies in this plan, becoming familiar with the district literacy
framework, and using assessment data to form
and guide instruction for each student.
Students -Students are responsible for giving
effort, working collaboratively with instructional
staff to meet, achieve and evaluate their learning
goals.
District Administrators – Build knowledge and
capacity among administrators for creating a
positive literacy environment, differentiated
instruction, flexible groups, use of anchor charts, use of literacy work stations, and use of 6+1 Traits
rubrics for writing products. Support technology
needs of the building through the district
technology plan. Provide time for early release
professional development. Support and promote
K-12 Comprehensive Literacy Framework.
Building Level Administrators -- Build capacity
among teachers for creating a positive literacy
environment. Build knowledge and capacity among
teachers for differentiated instruction. Schedule and support need for 90 minutes language arts
block at each grade level. Schedule and support a
30 minute RTI/ Enrichment/ Differentiation/ ENL/
counseling group daily time. Provide time for
early release professional development. Support
and promote K-12 Comprehensive Literacy
Framework, specifically flexible groups, use of
anchor charts, use of literacy work stations, and use of 6+1 Trait rubrics for writing products. Provide
books to new teachers for district book study.
Work with faculty to administer appropriate
assessment and interpret and use the resulting data.
Walkthroughs will be used to facilitate ongoing
literacy conversations.
Coaches- Due to budget reductions, coaches have
moved into a teaching position within the
buildings.
Teachers - The instructional staff is responsible for
creating a positive literacy classroom as part of the
overall learning environment of the school, specifically flexible groups, use of anchor charts,
use of literacy work stations, and use of 6+1 Trait
rubrics for writing products. Instructional staff
members are responsible for participating in
professional development activities and for
providing quality, engaging teaching and learning
experiences. Specifically, the staff is responsible
for implementing the teaching strategies in this plan, becoming familiar with the district literacy
framework, and using assessment data to form and
guide instruction for each student.
Students-Students are responsible for giving effort,
working collaboratively with instructional staff to
meet, achieve and evaluate their learning goals.
23
Teachers – The instructional staff is
responsible for creating a positive literacy
classroom as part of the overall learning
environment of the school. Instructional staff
members are responsible for participating in
professional development activities and for providing quality, engaging teaching and
learning experiences. Specifically, the staff is
responsible for implementing the teaching
strategies in this plan, becoming familiar with
the district literacy framework, and using
assessment data to form and guide instruction
for each student.
Students -- Students are responsible for
giving effort, working collaboratively with
instructional staff to meet, achieve and
evaluate their learning goals.
Parents – Parents are an integral part of the educational process, and thus, are responsible
for getting students to school each day and
working in concert with the school and the
student to support teaching and learning.
Teachers – The instructional staff is responsible
for creating a positive literacy classroom as part
of the overall learning environment of the school,
specifically flexible groups, use of anchor charts,
use of literacy work stations, and use of 6+1 Trait
rubrics for writing products. Instructional staff members are responsible for participating in
professional development activities and for
providing quality, engaging teaching and learning
experiences. Specifically, the staff is responsible
for implementing the teaching strategies in this
plan, becoming familiar with the district literacy
framework, and using assessment data to form and guide instruction for each student.
Students -- Students are responsible for giving
effort, working collaboratively with instructional
staff to meet, achieve and evaluate their learning
goals.
Parents – Parents are an integral part of the educational process, and thus, are responsible for
getting students to school each day and working
in concert with the school and the student to
support teaching and learning.
Parents – Parents are an integral part of the
educational process, and thus, are responsible for
getting students to school each day and working
in concert with the school and the student to
support teaching and learning.
Parents – Parents are an integral part of the
educational process, and thus, are responsible for
getting students to school each day and working in
concert with the school and the student to support
teaching and learning.
24
EVALUATION 2008-2009 2009-2010 2010-2011 2011-2012 How will the effectiveness
of the strategy be
measured?
Increase in student ISTEP scores in
English/Language Arts (grades 3-5) Reading vocabulary, reading comprehension and
writing applications by a minimum of 2%
from 2007-2011. **Scores from 2008 spring ISTEP testing will serve as the grade-level
baseline.
3rd Grade ELA 2007 2008 +/-
Reading Vocabulary
89% 85% -4%
Reading
Comprehension
91% 87% -4%
Writing Applications
92% 87% -5%
4th Grade ELA 2007 2008 +/-
Reading Vocabulary
95% 92% -3%
Reading
Comprehension
94% 90% -4%
Writing Applications
95% 93% -2%
5th Grade ELA 2007 2008 +/-
Reading Vocabulary
90% 85% -5%
Reading
Comprehension
91% 83% -8%
Writing Applications
89% 88% -1%
85% of grade 3-5 students will show at least
25 points of growth on the Scantron Performance assessment from their fall to
spring scores.
Scantron (Fall-Winter)
3rd 4th 5th
# Tested 65 94 112
# with
>25 pt gain
45 56 64
% with
>25 pt gain
69% 60% 57%
Scantron (Fall-Spring)
3rd 4th 5th
# Tested 69 95 113
# with
>25 pt gain
56 74 87
% with
>25 pt gain
81% 78% 77%
Increase in student ISTEP scores in
English/Language Arts (grades 3-5) Reading vocabulary, reading
comprehension and writing applications by
a minimum of 2% from 2007-2011
3rd Grade ELA 2009 2010 +/-
Reading Vocabulary
89% 81% -8%
Nonfiction/
Informational
Text
89% 82% -7%
Literary Text 87% 82% -5%
Writing
Applications
87% 79% -8%
4th Grade ELA 2009 2010 +/-
Reading
Vocabulary
89% 93% +4%
Nonfiction/
Informational Text
88% 91% +3%
Literary Text 89% 93% +4%
Writing
Applications
87% 89% +2%
5th Grade ELA 2009 2010 +/-
Reading
Vocabulary
83% 84% +1%
Nonfiction/ Informational
Text
83% 86% +3%
Literary Text 83% 86% +3%
Writing
Applications
83% 84% +1%
80% of grade 3-5 students will show at
least 25 points of growth on the Scantron
Performance assessment from their fall
to spring scores. Scantron was replaced
with ACUITY and data provided did not
have comparable growth data.
DIBELS (grades K-2)
90% of students will show an increase over their individual DIBELS fall baseline
scores on both the mid-year and spring
assessment.
Kdg. ISF LNF
Fall-Winter 97% 100%
Increase in student ISTEP scores in
English/Language Arts (grades 3-5) Reading vocabulary, reading
comprehension and writing applications by
a minimum of 2% from 2008-2011
SRI
85% of 2-5th grade students will receive a Lexile score at or above grade level on the
end of year SRI assessment.
AIMSweb (K-1st)
85% of the students will show an increase
over their individual AIMSweb fall baseline scores on both the mid-year and spring
assessment.
AIMSweb (2nd-5th)
85% of the students will be at or above
grade level fluency benchmarks on the end of year AIMSweb RCBm assessment.
Authentic student reading/writing assessment products: 85% of students will
show average or above skills, using the district grade-level rubric scores, on
classroom reading and writing products.
Teachers will utilize collaborative grading procedures to determine student
performance on the rubrics.
Increase in student ISTEP scores in
English/Language Arts (grades 3-5) Reading vocabulary, reading
comprehension and writing applications by
a minimum of 2% from 2008-2011
SRI
90% of 2-5th grade students will receive a Lexile score at or above grade level on the
end of year SRI assessment.
AIMSweb (K-1st)
90% of the students will show an increase
over their individual AIMSweb fall baseline scores on both the mid-year and spring
assessment.
AIMSweb (2nd-5th)
90% of the students will be at or above
grade level fluency benchmarks on the end of year AIMSweb RCBm assessment.
Authentic student reading/writing assessment products: 85% of students will
show average or above skills, using the district grade-level rubric scores, on
classroom reading and writing products.
Teachers will utilize collaborative grading procedures to determine student
performance on the rubrics.
25
DIBELS (grades K-2)
85% of students will show an increase over their individual DIBELS fall baseline scores
on both the mid-year and spring assessment
Kdg. ISF LNF
Fall-Winter 89% 95%
Kdg. LNF PSF NWF
Winter-Spring 83% 97% 84%
1st PSF NWF
Fall-Winter 84% 97%
1st PSF NWF ORF
Winter-Spring 44% 73% 94%
2nd ORF
Winter-Spring 79%
Common assessments (grades K-5)
Will be created and piloted to gather initial data.
Authentic student reading/writing assessment products: Will create and pilot to gather initial
data using the district grade-level rubric
scores, on classroom reading and writing
products.
Kdg. LNF PSF NWF
Winter-Spring 89% 88% 78%
1st PSF NWF
Fall-Winter 67% 88%
1st PSF NWF ORF
Winter-Spring 46% 84% 96%
2nd ORF
Winter-Spring 88%
Common assessments (grades K-5)
85% of students will show mastery (80%)
of the concepts on grade level semester one and semester two common assessments.
Due to budget constraints, professional
development money was unavailable for teachers to meet in the district to establish
common assessments at this time.
Authentic student reading/writing
assessment products: 85% of students will
show average or above skills, using the district grade-level rubric scores, on
classroom reading and writing products.
26
RESOURCES 2008-2009 2009-2010 2010-2011 2011-2012 120 minutes literacy block at each grade level
Early Release Wednesday for Professional
Development time
District literacy coaches
Scott Foresman basal series
My Sidewalks Tier III intervention reading
program
The Continuum of Literacy Learning, Fountas and Pinnell
Reading Essentials, Regie Routman
Writing Essentials, Regie Routman
Guiding Readers and Writers, Fountas and Pinnell
Leveled classroom libraries
Leveled K-5 bookroom
(for leveling readers and reader response journals)
http://www.slidershare.net/eduhawk/readeres-response-journal/
http://www.choiceliteracy.com
http://fcweb.bloomington.k12.mn.us/~trenary/Rea
der%20Response%Journal%20Schedule
http://www.busyteacherscafe.com/units/readers_re
sponse.htm
Response to Intervention framework
Parent/Teacher Organization
Parent volunteers
Fountas and Pinnell leveling system
District Curriculum library
CIESC library materials
90 minutes literacy block at each grade level
30 minute RTI/ Enrichment/ Differentiation/
ENL/counseling group daily time
Early Release Wednesday for Professional
Development time
District literacy coaches
Scott Foresman basal series
My Sidewalks Tier III intervention reading program
The Continuum of Literacy Learning, Fountas and Pinnell
Reading Essentials, Regie Routman
Writing Essentials, Regie Routman
Guiding Readers and Writers, Fountas and
Pinnell
Leveled classroom libraries
Leveled K-5 bookroom
http://books.heinemann.com (for leveling
readers and reader response journals)
http://www.slidershare.net/eduhawk/readeres-
response-journal/
http://www.choiceliteracy.com
http://fcweb.bloomington.k12.mn.us/~trenary/
Reader%20Response%Journal%20Schedule
http://www.busyteacherscafe.com/units/reader
s_response.htm
http:// www.readinga-z.com
Response to Intervention framework
Parent/Teacher Organization
Parent volunteers
Fountas and Pinnell leveling system
District Curriculum library
CIESC library materials
90 minutes literacy block at each grade level
30 minute RTI/ Enrichment/ Differentiation/
ENL/counseling group daily time
Early Release Wednesday for Professional
Development time
Scott Foresman basal series
My Sidewalks Tier III intervention reading program
The Continuum of Literacy Learning, Fountas
and Pinnell
Reading Essentials, Regie Routman
Writing Essentials, Regie Routman
Guiding Readers and Writers, Fountas and
Pinnell
Leveled classroom libraries
Leveled K-5 bookroom
Professional library
http://books.heinemann.com (for leveling
readers and reader response journals)
http://www.slidershare.net/eduhawk/readeres-
response-journal/
http://www.choiceliteracy.com
http://fcweb.bloomington.k12.mn.us/~trenary/
Reader%20Response%Journal%20Schedule
http://www.busyteacherscafe.com/units/reader
s_response.htm
http:// www.readinga-z.com
Response to Intervention framework
Parent/Teacher Organization
Parent volunteers
Fountas and Pinnell leveling system
District Curriculum library
CIESC library materials
90 minutes literacy block at each grade level
30 minute RTI/ Enrichment/ Differentiation/
ENL/counseling group daily time
Early Release Wednesday for Professional
Development time
District literacy coaches
Scott Foresman basal series
My Sidewalks Tier III intervention reading program
The Continuum of Literacy Learning, Fountas and Pinnell
Reading Essentials, Regie Routman
Writing Essentials, Regie Routman
Guiding Readers and Writers, Fountas and
Pinnell
Leveled classroom libraries
Leveled K-5 bookroom
http://books.heinemann.com (for leveling
readers and reader response journals)
http://www.slidershare.net/eduhawk/readeres-
response-journal/
http://www.choiceliteracy.com
http://fcweb.bloomington.k12.mn.us/~trenary/R
eader%20Response%Journal%20Schedule
http://www.busyteacherscafe.com/units/readers
_response.htm
http:// www.readinga-z.com
Response to Intervention framework
Parent/Teacher Organization
Parent volunteers
Fountas and Pinnell leveling system
District Curriculum library
CIESC library materials
27
North Grove Elementary Professional Development Plan 2010-2011
Mr. Brian Proctor, Principal
Blueprint for Success
3280 W. Fairview Road Greenwood, IN 46142
Office: (317) 881-5653
Fax: (317) 885-4547
Email: [email protected]
28
North Grove Professional Development Plan - (2010-2011)
(BLUEPRINT FOR SUCCESS)
Faculty Shares Early Release
Professional
Development
Grade Level Collaboration Professional Release Time for Teachers
Aug. 2010
North Grove will have a “social” gathering to welcome back old friends and meet new faces for 10-11. August 5th-Blue Herron Challenge Course for all
staff August 6th-All staff family cookout at Brian Proctor’s house
1. Building Professional Development
Grade Level Teams are to discuss the
progress and concerns of the
implementation of PD activities
provided and/or identified topics
throughout the year in their team
meetings/monthly collaboration time.
(Team Summary sheet submitted to
BP)
Listed below are potential discussion topics for each grade level team/collaboration meeting with the principal.
Sept. 2010
Professional Development:
Potential ideas include collaboration/book study/data team activities/technology integration discussions and strategies.
1. K-2 Look at student survey data with 3-5 Acuity Blueprint
2. AdvancED 3. AdvancED
PL221/NCA Plan Review 1. Review North Grove’s PL221
Action Plan and its implementation within the classroom.
AIMSweb data review 1. Review student, class, and grade
level Reading and Math data sweep information
Each grade level /special area team will be given release time for collaborating with their grade level team and other curricular areas for integration, support, and co-planning possibilities in 2010-11 (to be determined).
Oct. 2010
Professional Development:
Potential ideas include collaboration/book study/data team activities/technology integration discussions and strategies.
1. AdvancED 2. Building PD
Preparing for the QAR visit 1. Questions or concerns you have
about the upcoming visit on November 2nd
ISTEP Analysis 1. Analysis of ISTEP data
and how it will be utilized to drive instruction in all K-5 classrooms.
Nov. 2010
Professional Development:
Potential ideas include
collaboration/book study/data team activities/technology integration discussions and strategies.
1. Literacy 2. Data 3. AdvancED
4. Building PD
RTI 1. What strategies are you using to
reach every student?
2. Does team provide interventions individually or as a grade level?
29
Dec. 2010
1. Literacy 2. Data 3. AdvancED 4. Building PD
Accomplishments 1. What are you doing well
that you want to share with your colleagues?
Jan. 2011
Professional Development:
Potential ideas include collaboration/book study/data team activities/technology integration discussions and strategies.
1. Literacy 2. Data 3. AdvancED 4. Building PD
Balanced Literacy 1. Where are you on the
continuum of literacy integration? What do you need to do to remove the obstacles?
Each grade level /special area team will be given release time for collaborating with their grade level team and other curricular areas for integration, support, and co-planning possibilities in 2010-11 (to be determined).
Feb. 2011
Professional Development:
Potential ideas include collaboration/book study/data team activities/technology integration discussions and strategies.
1. Literacy 2. Data 3. AdvancED
4. Building PD
Science Textbook Adoption
1. Discuss Science Textbook Adoption and current
progress. 2. Discuss Spring testing
schedule and administration
March 2011
Professional Development:
Potential ideas include collaboration/book study/data team activities/technology integration discussions and strategies.
1. Literacy 2. Data 3. Building PD 4. Building PD
PL221 Action Plan 1. Review current/future.
Have we accomplished our goals and what does the future look like?
April 2011
Professional Development:
Potential ideas include collaboration/book study/data team activities/technology integration discussions and strategies.
1. Literacy 2. Data 3. Building PD 4. Building PD
Positive Behavior Support- 1. Have we implemented the
necessary steps? What additional growth opportunities do we need? Is PBS implemented school-wide?
May 2011
Professional Development:
Potential ideas include collaboration/book study/data team activities/technology integration discussions and strategies.
1. Literacy 2. Data 3. Building PD 4. Building PD
Year in Review 1. Evaluate progress from the
year; reflect on professional development, classroom instruction and PL221 Action Plan.
30
North Grove Language Arts Action/Professional Development Plan (2009-2010) Goal: All students will improve language comprehension skills across the curriculum.
Support Data:
Data Source 1: Increase in student ISTEP scores in English/Language Arts
(grades 3-5) Reading vocabulary, reading comprehension and writing
applications by a minimum of 2% from 2007-2011 (note: these need to reflect
your building data for each grade level)
Data Source 2: 85% of 2nd-5th grade students will receive a Lexile score at or
above grade level on the end of year SRI assessments.
Data Source 3: 85% of the students will show an increase over their
individual AIMSweb fall baseline LNF, PSF, NWF, and ORF scores on both
the mid-year and spring assessment (grades K-2nd)
Data Source 4: 85% of the students will be at or above grade level fluency
benchmarks on the end of year AIMSweb RCBM assessment.
Data Source 5: 85% of the students will show average or above average skills,
using the district-level rubric scores, on classroom reading and writing products.
Standardized Assessments:
ISTEP+ Applied Skills Frequency
Distribution report grades 3rd-5th
ACUITY grades 3rd-5th
Local Assessments:
SRI
AIMSweb (LNF, PSF, NWF, ORF,
RCBM)
District Writing Prompts
Interventions: 1. Implement district K-12 Balanced literacy Framework: (flexible groups, literacy workstations,
literature circles, book clubs, matching readers with texts, conferences, peer editing, essays,
formulate questions)
2. Written and oral reading response activities allow students to respond to literature by
communicating their thoughts, feelings, reactions, and questions about the literature they are
reading.
Through the use of reader’s response, students will ask questions about literature, respond to
the characters, make connections to their own lives, and make meaning for themselves.
3. A student led conference allows for the student to facilitate part of the conference as they
show mastery of learning. The student includes self-assessment and reflection as part of the
conference. The student and teacher work together to determine future goals.
Through student literacy conferences, students and teachers will celebrate, validate,
encourage, nudge, teach, assess and set goals in reading and writing.
4. Establish literacy environment during the first 20 days of school including explaining
procedures and initiating use of:
A. Flexible groups
B. Use of anchor charts
C. Use of literacy work stations
D. Utilizing 6+ 1 trait rubrics for writing products
E. Classroom Libraries
Resources/Best Practice Sources: 30 minute RTI/ Enrichment/ Differentiation/ ENL/counseling group daily time
Early Release Wednesday for Professional Development time
District literacy coaches
Scott Foresman basal series
My Sidewalks Tier III intervention reading program
The Continuum of Literacy Learning, Fountas and Pinnell
Reading Essentials, Regie Routman
Writing Essentials, Regie Routman
Guiding Readers and Writers, Fountas and Pinnell
Leveled classroom libraries
Leveled K-5 bookroom
http://books.heinemann.com (for leveling readers and reader response journals)
http://www.slidershare.net/eduhawk/readeres-response-journal/
http://www.choiceliteracy.com
http://fcweb.bloomington.k12.mn.us/~trenary/Reader%20Response%Journal%20Schedule
http://www.busyteacherscafe.com/units/readers_response.htm
http:// www.readinga-z.com
Response to Intervention framework
Parent/Teacher Organization
Parent volunteers
Fountas and Pinnell leveling system
District Curriculum library
CIESC library materials
McCormick-Calkins, L. & Harwayne, S. (1987). The Writing Workshop: A World of Difference. Portsmouth, NH:
Heinemann.
Jackson, N. & Pillow, P. (1992). The Reading-Writing Workshop: Getting Started. New York, NY: Scholastic
Professional Books.
Northwest Regional Educational Laboratory, (1999). Seeing Through New Eyes. Portland, OR
Zimmerman, J. (Jan., 2001). How Much Does Time Affect Learning? Principal.
Culham, Ruth. (2003). 6+1 Traits of Writing. New York, NY: Scholastic Professional Books
Tingley, J. (April 2001). Volunteer Programs: When Good Intentions Aren’t Enough. Educational Leadership.
Robb, Laura (2003). Teaching Reading in Social Studies, Science, and Math. New York, New York: Scholastic
Professional Books
Schlechty, Philip C. (2002) Working on the Work. New York, New York: Jossey-Bass.
Tomlinson, Carol Ann and McTighe, Jay (2006) Integrating Differentiated Instruction & Understanding By Design
Routman, Regie (2003) Reading Essentials: The Specifics You Need to Teach Reading Well. Portsmouth, NH Heineman
31
North Grove Language Arts Action/Professional Development Plan (2009-11)
Language Arts Interventions Intervention 1: Implement balanced literacy framework
Intervention 2: Integrate Readers’ Response
Intervention 3: Implement student led conferences that allow students to facilitate their mastery of learning.
Intervention 4: Establish literacy environment during first 20 days of school
Activities to Address Interventions 1. Students engage in a 90 minute block of balanced literacy instruction/activities daily.
Components of this block will include (but is not limited to):
Writing process in a variety of genres
Word attack skills (phonics, spelling, decoding skills)
Grammar skills
Guided reading
Read aloud
Self-selected independent reading
Speaking/listening skills
Technology skills
Target interventions for “at-risk” students
Work stations
Vocabulary Instruction
Guided Writing
2. Students utilize knowledge of critical thinking, questioning, and comprehension skills.
Through the use of:
Bloom’s Taxonomy
Multiple Intelligences
Learning Styles
Best Practices (Gradual Release of Responsibility model)
3. Students utilize a variety of technology through language arts.
In the areas of:
Internet Research
Electronic Presentations
Computer literacy skills
Word processing skills
A-Z Reading
Starfall.com
TuxPaint/Pixie
Compass Learning
Document Cameras
4. Students demonstrate comprehension through written expression in all subject areas.
Written response opportunities include (but are not limited to):
Literature responses
Research projects
Math journals
Science/Social Studies integration
Work Stations
5. Students use the writing process whenever appropriate.
Components of the writing process include:
Prewriting – setting the stage, brainstorming, graphic organizers
Drafting– grade appropriate writing
Revision – content improvement/rewriting
Editing – grammar, punctuation, spelling
Final Draft – publishing
6. Students use the 6+1 Writing Traits to enhance their writing process.
Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Presentations