District
Elementary Reading Improvement Plan
Date: March 31, 2000
|
Goal(s) |
Connection to Pathway for
the 21st Century (Goal #) |
Goal Statements |
|
State |
1,
2, 3 |
By
Spring 2001, at least 58% of fourth grade students will meet or exceed the
state reading standard as measured by the Washington Assessment of Student
Learning. |
|
District |
1,
2, 3 |
By
Spring 2001, at least 85% of K-2 students and 73% of 3-5 students will meet
or exceed grade-level standards as measured by performance on District
Reading Assessments (DRA/DRP). |
|
Target(s) |
Connection to Pathway for
the 21st Century (Goal #) |
Target Objectives |
|
Assessment |
1,
2, 3 |
Assessment
data will be consistently used to guide instructional decision-making at the
student, classroom, building and district levels. |
|
Curriculum
and Instruction |
1,
2 |
Reading
curricula and exemplary instructional practices will be clearly articulated and
consistently implemented across grades and programs. |
|
Staff
Development |
1 |
Staff
development will be provided that fosters deep understandings of district
curriculum, research-based instructional strategies and performance
assessment to support successful student learning. |
|
Parent
Involvement |
7 |
Meaningful
opportunities for parents to gain the knowledge and skills necessary to
support their student's learning will be readily available. |
District Action Plan
|
Focus: Assessment |
Date: March 31, 2000 |
||||
|
State Goal: By Spring 2001, at least 58% of fourth grade
students will meet or exceed the state reading standard as measured by the
Washington Assessment of Student Learning. District Goal: By Spring 2001, at least 85% of K-2 students and
73% of 3-5 students will meet or exceed grade-level standards as measured by
performance on District Reading Assessments (DRA/DRP). |
Pathway Connection: Goal One: Maximize Learning and Teaching Goal Two: Support All Students Goal Three: Assess Progress |
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|
Target Objective 1: Assessment data will be consistently used to guide
instructional decision-making at the student, classroom, building and
district levels. |
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|
|
Who
|
Implementation Timeline |
Evaluation/AssessmentData Collected |
||
|
1a. Formally assess all K-2 students at least
three times each year to determine instructional reading level and to monitor
progress over time. |
Teacher |
2000-2001 |
DRA
data collected and reported to district three times per year |
||
|
1b. Formally assess all 3-5 students at least two
times each year to determine instructional reading level and to monitor
progress over time. |
Teacher |
1999-2000 |
DRP
data collected and reported to district two times per year |
||
|
2a. Continuously assess all students using one
or more assessment tools that may include Running Reading Records,
observation notes, fluency checks, story retellings and written responses to
reading. |
Teacher,
Support Staff |
2001-2002 |
Principal-teacher
conferences, assessment records, collaboration notes, classroom evidence of
student work |
||
|
2b. Regularly assess and document progress of
students reading below expectation (grades 1-2 at least every 3 weeks and
grades 3-5 at least every 6 weeks). |
Teacher,
Support Staff |
2001-2002 |
Assessment
records, principal-teacher conference notes, report card, reading improvement
plans |
||
|
3. Develop, implement and evaluate learning goals and
instructional plans for reading improvement for all students reading below
grade-level standards based on ongoing reading assessment. |
Teacher,
Support Staff |
2001-2002 |
Report
card and report card comment form, principal-teacher conferences, assessment
records, collaboration notes |
||
|
4. Report results of state and district
reading assessments to parents, district administration and the community at
least three times per year. |
Teacher,
Principal, Central Office Staff |
1999-2000 |
Report
cards, parent conferences, School Performance Reports, District Performance
Report, annual Student Achievement Board Report, media release of state
scores |
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|
5. Evaluate effectiveness of district reading
assessments and accuracy of data including: · DRA
measures of comprehension · grade-level
standards · articulation between grade-level
standards on DRA (2nd) and DRP (3rd) |
Literacy
Task Force |
2000-2001 |
Recommendation
to Director of Curriculum and Deputy Superintendent, revised support
documents as needed |
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|
6. Identify/develop tools for ongoing
assessment of reading progress across content and genre. |
Literacy
Task Force |
2001-2002 |
Tools
piloted with resulting data collected to validate assessment for intended
purpose, correlation with DRP |
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|
7. Develop an Assessment Guide for staff to
increase understanding and consistently implement district and classroom
assessments. |
Literacy
Task Force |
2000-2001 |
Assessment
guides published and in observable use |
||
|
8. Support coordinated instructional delivery
through use of shared data and collaboration between regular education and
special programs. |
Teacher
Support Staff |
2002-2003 |
Consistency
of data, increased student achievement for special populations, collaboration
notes, teacher lesson plans, report card and learning goals |
||
|
9. Identify and provide tools that support
student self-evaluation of reading progress. |
Literacy
Task Force |
2000-2001 |
Student
self-evaluation samples, level of student participation in goal setting and
conferences |
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|
10. Provide staff with assessment data in a
variety of forms, including longitudinal and comparison reports, graphs, and
related analysis to support instructional decision-making at building and
program levels. |
Central
Office Staff |
2001-2002 |
Log
of requests/responses for data, support staff site visits, observable use of
data in strategic plans |
||
|
11. Analyze state and district assessment results
to predict future student performance and identify related areas of strength
and need in district and building reading programs. |
Central
Office Staff, Site Councils |
2001-2002 |
Evidence
that data analysis is applied to instructional decision-making, Site Council
minutes, strategic and reading improvement plans |
||
|
Focus: Curriculum and Instruction |
Date: March 31, 2000 |
|
|||||
|
State Goal: By Spring 2001, at least 58% of fourth
grade students will meet or exceed the state reading standard as measured by
the Washington Assessment of Student Learning. District Goal: By Spring 2001, at least 85% of K-2
students and 73% of 3-5 students will meet or exceed grade-level standards as
measured by performance on District Reading Assessments (DRA/DRP). |
Pathway
Connection: Goal One: Maximize
Learning and Teaching Goal Two: Support
All Students |
|
|||||
|
Target Objective 1: Reading curricula and exemplary instructional practices will be
clearly articulated and consistently implemented across grades and programs. |
|
||||||
|
|
Who
|
Implementation Timeline |
Evaluation/AssessmentData Collected |
|
|||
|
1.
Implement consistent instructional practices as identified in the
document "Core Understandings and Common Practices" in all K-5
classrooms district-wide. |
Teachers,
Support Staff, Principals |
2003-2004 |
Classroom
observations, teacher-principal conferences, student achievement data,
professional development participation and levels of use |
|
|||
|
2.
Hold regularly scheduled instructional conferences to monitor
individual student, classroom and building progress toward reading
improvement goals. |
Principals,
Teachers |
2000-2001 |
Meeting
schedules/minutes, assessment data, records of student progress, teacher
goals and student learning plans |
|
|||
|
3.
Regularly review building and district progress toward reading
improvement goals at least once each trimester. |
School
Admin., Supervisors |
2000-2001 |
Building
and district data, notes from conferences, adjusted strategic or reading
improvement goals as needed |
|
|||
|
4.
Provide principals with models for instructional conferences and templates
for documenting/monitoring student progress over time. |
Curriculum
Dept. |
2000-2001 |
Samples
identified and distributed to buildings, observable use in teacher/principal/ |
|
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|
5.
Collaboratively develop and implement student learning goals and
plans for reading improvement for students in special programs. |
Classroom
and Special Programs Teachers |
2002-2003 |
IEP,
Title I Learning Plans, report card goals and strategies, collaboration
meeting minutes, evidence of shared instructional delivery |
|
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|
6.
Identify resources to support collaboration among and between regular
education and support staff at the building level. |
Literacy
Task Force, Special Programs Staff |
2002-2003 |
Task
Force minutes, building planning, increased level of collaboration |
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|
7.
Maximize available resources to support reading improvement through
collaboration and articulation between district level programs and support
services. |
Program
Directors, ESL Staff |
2001-2002 |
Director's
Meeting minutes, cooperative planning, integration of technology in support
of reading, evidence of joint professional development |
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|
8.
Revise District Language Arts Curriculum Guide to reflect State Frameworks
for Reading and Text Forms and Features. |
Curriculum
Dept. |
2000-2001 |
Document
published and in use at the building level |
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|
9.
Expand opportunities for students to develop/improve reading skills
through extended day and summer school programs, including identification and
implementation of model intervention programs for students reading below
grade-level standards. |
Central
Office Staff, Principals, Literacy Task Force |
2001-2002 |
Increase
in number and type of opportunities district-wide and in level of
participation/ |
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|
10.
Evaluate current district opportunities for extended learning to ensure
consistency with regular program:
·
materials |
Central
Office Staff, Literacy Task Force, Principals |
2000-2001 |
Summary
report and/or recommendations to Deputy Superintendent |
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|
11.
Develop a structure for sharing building-level efforts toward reading
improvement: ·
intervention strategies ·
schedule and organization for instruction ·
organization of resources ·
assessment/monitoring student progress |
Literacy
Task Force |
2000-2001 |
Use
of structure. District-wide
survey: levels of use and need |
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|
12.
Provide opportunities and resources for Library/Media to enhance and align
library collections with district assessments and Text Forms and Features. |
Curriculum
Dept., Library, Media & Technology, Library Media Specialists |
2000-2001 |
Increased
availability and use of library materials as measured by response to levels of
use and need survey |
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|
13.
Identify and prioritize need for differentiated materials for special
populations and purchase as funds are available. |
Special
Programs Staff |
2001-2002 |
Observed
materials in use, referenced in IEP or other learning plans, student
achievement data for special populations |
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|
14.
Expand integration of technology to support reading instruction. |
Curriculum
Dept., Library Media & Technology, Library Media Specialist, Teachers |
2002-2003 |
Levels
of use surveys, technology assessments, classroom observation |
||||
District Action Plan
|
Focus: Staff Development |
Date: March 31, 2000 |
||||
|
State Goal: By Spring 2001, at least 58% of fourth grade
students will meet or exceed the state reading standard as measured by the Washington
Assessment of Student Learning. District Goal: By Spring 2001, at least 85% of K-2 students and
73% of 3-5 students will meet or exceed grade-level standards as measured by
performance on District Reading Assessments (DRA/DRP). |
Pathway Connection: Goal One: Maximize Learning and Teaching |
||||
|
Target Objective 1: Staff development will be provided that fosters deep
understandings of district curriculum, research-based instructional
strategies and performance assessment to support successful student learning. |
|||||
|
|
Who
|
Implementation Timeline |
Evaluation/AssessmentData Collected |
||
|
1.
Recommend and implement a district plan for long-range professional development
to ensure consistency and to focus resources on reading improvement. |
Professional Development Steering Committee |
2000-2001 |
Needs Assessment Data Draft Plan and
recommendation to Deputy Superintendent every 3 years |
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|
2.
Provide resources and support for building-based professional
development focused on reading improvement and consistent with the District
Instructional Professional Development Policy and Procedures (Policy #5340). |
Curriculum Dept., Principals, Site Councils |
2000-2001 |
LID/Early Release Activities, professional
development/clock hour records, professional development plan proposals and
budgets, levels of use surveys of student achievement data |
||
|
3.
Plan and provide inservice to help all teachers develop exemplary
practices and core understandings that support reading instruction. |
Literacy Task Force, Professional Development
Committee, Curriculum Dept. |
2000-2001 ongoing |
Meeting minutes, recommendation to Deputy
Superintendent, professional development/clock hour participation, principal
supervision |
||
|
4.
Provide opportunity, structure and resources for mentoring activities
that build teacher capacity for and confidence in reading assessment, evaluation
and related instructional strategies. |
Curriculum Dept., Literacy Task Force, Human
Resources Dept. |
2001-2002 |
Mentor records, TAP records, teacher survey data |
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|
5.
Hold regularly scheduled support meetings for new teachers and
mentors. |
Human Resources Dept., Curriculum Dept. |
2001-2002 |
Attendance logs, agendas, teacher surveys |
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|
6.
Evaluate level of need for district-wide, grade-level or other
focused meetings, and organize if a need is established. |
Literacy Task Force |
2000-2001 |
Professional development needs assessment |
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|
7.
Provide para-educator training on teaching strategies for reading
improvement for Title I/LAP, Special Education, and ESL staff. |
Curriculum Dept., School Plans, Special Education,
Federal & Special Programs |
2000-2001 ongoing |
Professional development records/ |
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|
8.
Publish catalog of district-sponsored/facilitated professional
development opportunities. |
Curriculum Dept. |
2000-2001 |
Use and needs survey, levels of participation in district-sponsored
training in buildings |
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|
9.
Update and further develop district professional development library
to include current readings, videos and electronic resources that support exemplary
practices and core understandings for reading instruction. |
Curriculum Dept., Library, Media, &
Technology, Literacy Task Force |
2001-2002 |
Levels of use |
||
|
Focus: Parent Involvement |
Date: March 31, 2000 |
||||
|
State Goal: By Spring 2001, at least 58% of fourth grade
students will meet or exceed the state reading standard as measured by the
Washington Assessment of Student Learning. District Goal: By Spring 2001, at least 85% of K-2 students and
73% of 3-5 students will meet or exceed grade-level standards as measured by
performance on District Reading Assessments (DRA/DRP). |
Pathway Connection: Goal Seven: Expand Partnerships |
||||
|
Target Objective 1: Meaningful opportunities for parents to gain the
knowledge and skills necessary to support their student's learning will be
readily available. |
|||||
|
|
Who
|
Implementation Timeline |
Evaluation/AssessmentData Collected |
||
|
1.
Student progress will be reported to parents at least three times
each year through elementary report cards and conferences. |
Teachers |
1999-2000 |
Supervision
process, report card and conference records |
||
|
2.
Parents and students will be actively involved in identifying and
evaluating goals/strategies to improve reading achievement. |
Teachers,
Parents, Students |
2000-2001 |
Supervision
process, report card and conference records |
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|
3.
Provide school sites with print resources and parent information that
supports reading improvement (i.e.
DRA/DRP Bookmarks, "What Is My Child Learning At School"
pamphlets). |
Curriculum
Dept., Schools |
2000-2001 |
Parent
and teacher feedback/surveys |
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