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SwantonSchoolAction/SchoolImprovementPlan2010-2011
Statementofpurpose:ThisAction/Improvementplaniswrittentoensurethatevery
studentineveryclassroomhasequitableaccesstoawellthoughtoutcourseofstudy
andconsistent,highqualityinstruction.Duringschoolyear2009-2010wewereable
tocreateanoperationaldefinitionofourReadersWorkshopStandardofPracticeand
eachgradelevelcompletedonetwofullunitsofstudythatconnectedscienceor
socialstudieswithlanguageartsandmathematics.Teachersalsoworkedwiththe
mathcoachtocreateendofunitformativeassessmentsforallmathematicsunits.ThemajorstepsintheActionPlanwillcontinuefor2010-2011tocontinuetomove
forwardwiththemajorthemesofconsistency,coherence,andconnections.
PartOne:StandardsofPractice
Background:Duringschoolyear2007-2008,eachtaskforceworkedtodefineguiding
principlesandstandardsofpracticeforabalancedliteracyprogram,abalanced
mathematicsprogram,andaninclusivesociallearningprogram.TheStandardsof
PracticedocumentwasdistributedinMarchof2008,afterbeingvettedbythe
schoolsDesignTeam.WhilethecombinedmembershipoftaskforcesandtheDesign
Teamcomprisedalargepercentageofteachers,itdoesnotincludeallteachers.
Withoutfurtherdiscussionoroperationaldefinitionsofthisdocument,wehavenotbeenabletofullyrealizeitspotential.Duringschoolyear2009-2010,thefullfaculty
workedthroughtheReadersWorkshopcomponentoftheStandardsofPracticeand
answeredthefivequestionstocreateanoperationaldefinitionforReadersWorkshop.The2010-2011componentoftheActionPlanwillbetoworkintensivelytowardfull
implementationofthecompleteddefinitionofaReadersWorkshopmodelandlinkingreadingtowritingthroughthedevelopmentofauthenticwritingthatrespondstotext.
Whatwilltheoutcomebe?
AclearandconsistentmodelforReadersWorkshopwillbeunderstoodand
implementedbyallclassroomteachersK-6.AuthenticwritingwillbeincorporatedasonecomponentoftheReadersWorkshop
model(respondingtotext).
TeacherswillexploretherelationshipbetweentheReadersandWritersWorkshop
componentsoftheinstructionalday.
Studentswithdisabilitieswillhaveaccesstothegeneraleducationcurriculum
throughimprovedteachingofresearchbasedspecializedreadingandwriting
programs.
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Furtherdevelopmentofexistingunitsofstudyinallcontentareasbyfocusingon
thedevelopmentofcommonformativeassessmentsandauthenticperformance
basedassessments.
Deeperunderstandingofformativeassessmentandthelinkbetweenformative
assessmentandincreasedstudentachievement
Howwillwemeasurethis?
Completedcommonformativeassessmentsandperformancebasedassessments.
Documentationofdatateamworkexaminingtheoutcomeofcommonlydevelopedformativeassessmentsorauthenticperformanceassessments.
Improvedstudentachievementscoresasmeasuredbyallmeasuresincludedinthe
LocalAssessmentPlan.
Whatactivitieswillleadtothisoutcome?
Gradelevelteachersfromallinstructionaltiersworkingtogethertodevelopcommonassessments
Gradelevelteachersfromallinstructionaltiersworkingtogetherusingadatateam
processtoexaminetheoutcomeofthestudentworkontheassessmentsand
planninginstructionaladjustments
VerticalteamsworkingtogetherontheETScourse,KeepingLearningonTrack
Whatresourcesareneeded?
Substitutesand/orstipendsforreleasedays
GradelevelmeetingtimeFacultymeetingtimeforverticalteams
Additionalcoachinginthedevelopmentofformativeassessmentsthatallowfor
differentiatedinstruction
PartIII:SocialResponsibility
Background:WebeganimplementingtheSupportiveClassroom,aVermontbasedschoolwideprogramofintegratingsociallearningwithacademics,sevenyearsago.In
2006,wecontinuedtosupportourprogramofsociallearningbyimplementing
PositiveBehavioralInterventionsandSupports(PBIS)asaschoolwidemodeltoenhanceourSupportiveClassroomcurriculumandusedatatodriveourplanningfor
supportingstudentbehavior.
During2009-2010theschoolwidebullyingapproachwasimplementedthroughthe
creationofastudentleadershipgroup,TheSpeakOutSwans.Someresearchbased
TierIIIprogramswereordered,butnotfullyexplored.
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For2010-2011,theworkondefiningtheSocialResponsibilityStandardsofPractice
willbethefocus,alongwithfurtherdevelopmentofthebullyingpreventionprogram
andTierIIandIIIinterventions.
Whatwilltheoutcomebe?
OperationallydefinedStandardsofPracticeinSocialResponsibilitycontinued
implementationoftheSupportiveClassroomcurriculumandbullyingprevention
programsschoolwide.
Increaseduseofresearchbasedresourcesandstrategiesforbehavioral
interventionsattier2andtier3.
Whatactivitieswillleadtothis?
TimedevotedduringfullfacultymeetingstooperationaldefinitionsofwhatthecurrentSocialResponsibilityStandardofPracticelooksandsoundslikeacrossall
schoolenvironments.
Howwillwemeasurethis?
CompletedconsensusdocumentsforeachgradelevelfortheexistingStandardsof
PracticeDocument.
BehavioraloutcomesusingSWISdata
AnnualassessmentofPBISusingtheSET
Numberand%ofstudentsreceivingtier2andtier3researchbasedbehavioralinterventions
SocialResponsibilitygradesonthereportcard,supportedbyanewlydeveloped
rubrictoensureconsistentgrading
Whatresourcesareneeded?
Fullstaffmeetingtime
MinimalsuppliesandsupportfortheSpeakOutSwans
