Bellingham Public Schools

District Secondary Reading Improvement Plan

Date: January 2002

Goal(s)	Connection to Pathway for the 21^st Century (Goal #)	Goal Statements
State	1, 2, 3	By Spring 2004, at least 65% of seventh grade students and 78% of tenth 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 2004, at least 90% of K-10 students will meet or exceed grade-level standards as measured by performance on District Reading Assessments.

Target(s)	Connection to Pathway for the 21^st 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 that fosters deep understanding of the reading process, research-based instructional strategies, performance assessment and district curriculum will be provided.
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: January 2002
State Goal: By Spring 2004, at least 65% of seventh grade students and 78% of tenth grade students will meet or exceed the state reading standard as measured by the Washington Assessment of Student Learning. District Goal: By Spring 2004, at least 90% of K-10 students will meet or exceed grade-level standards as measured by performance on District Reading Assessments.		Pathway Connection: Goal One: Maximize Learning and Teaching Goal Two: Support All Students Goal Three: Assess Progress
Target Objective 1: Assessment data will be consistently used to guide instructional decision-making at the student, classroom, building and district levels.
	Who		Implementation Timeline		Evaluation/Assessment Data Collected
1. Formally assess all students in grades 6-9 at least two times each year to determine instructional reading level, identify students below standard, and to monitor progress over time.	Teacher, Support Staff		MS: 2001-02 HS: 2002-03		Reading data collected and reported to district two times per year
2. Continuously assess all students using one or more assessment tools that may include Running Reading Records, informal inventories, 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
3. Regularly assess and document progress of students reading below expectation.	Teacher, Support Staff		2002-2003		Assessment records, principal-teacher conference notes, report card, reading improvement plans
4. Develop, implement and evaluate learning goals and instructional plans for reading improvement for all students reading below grade-level standards based on fall reading assessment.	Teacher, Support Staff		2003-2004		Report card and report card comment form, principal-teacher conferences, assessment records, collaboration notes
5. 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		2001-2002		Report cards, parent conferences, School Performance Reports, District Performance Report, annual Student Achievement Board Report, media release of state scores
6. Further develop a comprehensive system for assessing reading of middle and high school students including: identification of district-wide assessment tool identification of classroom-based assessment tool	Literacy Task Force		2001-2002		Recommendation to Director of Curriculum and Deputy Superintendent, revised support documents as needed
7. Identify/develop tools for ongoing assessment of reading progress across content and genre.	Literacy Task Force		2002-2003		Tools piloted with resulting data collected to validate assessment for intended purpose
8. Adapt the elementary Assessment Guide as appropriate for middle and high school staff in order to increase understanding and consistently implement district and classroom assessments.	Literacy Task Force		2002-2003		Assessment guides published and in observable use
9. Support coordinated instructional delivery through use of shared data and collaboration among and between regular education, content area and special program teachers.	Teacher Support Staff		2002-2003		Consistency of data, increased student achievement for special populations, collaboration notes, teacher lesson plans, report card and learning goals
10. Evaluate existing grade-level standards for reading and make modifications as appropriate.	Literacy Task Force		2002-2003		Student self-evaluation samples, level of student participation in goal setting and conferences
11. 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
12. 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

District Action Plan

Focus: Curriculum and Instruction				Date: January 2002
State Goal: By Spring 2004, at least 65% of seventh grade students and 78% of tenth grade students will meet or exceed the state reading standard as measured by the Washington Assessment of Student Learning. District Goal: By Spring 2004, at least 90% of K-10 students will meet or exceed grade-level standards as measured by performance on District Reading Assessments.		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/Assessment Data Collected
1. Review, prioritize and revise district curriculum for reading to clearly reflect state standards and frameworks for middle and high school.	Curriculum Department		2002-2003		Revised curriculum guide.
2. Identify and implement exemplary instructional practices for reading at the middle and high school level to be consistent district-wide including: a. content area reading b. comprehension and critical thinking c. differentiated instruction for diverse learners	Literacy Task Force, Central Office Staff		2002-2003		Published guiding document and evidence of implementation gathered through classroom observations, teacher-principal conferences, student achievement data, professional development participation and levels of use
3. Review building and district progress toward reading improvement goals at least twice a year.	School Admin., Supervisors		2001-2002		Building and district data, notes from conferences, adjusted strategic or reading improvement goals as needed
4. Hold regularly scheduled instructional conferences to monitor individual student progress toward reading improvement goals for all students reading below grade-level standards.	Principals, Teachers		2002-2003		Meeting schedules/minutes, assessment data, records of student progress, teacher goals and student learning plans
5. Assist principals in developing and/or identifying models for instructional conferences including templates for documenting/ monitoring student progress over time.	Curriculum Dept.		2002-2003		Samples identified and distributed to buildings, observable use in teacher/principal/ supervisor conferences, program adjustments
6. 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, report card goals and strategies, collaboration meeting minutes, evidence of shared instructional delivery
7. Maximize available resources to support reading improvement through collaboration and articulation between district level programs and support services.	Program Directors, ESL Staff		2002-2003		Director's Meeting minutes, cooperative planning, integration of technology in support of reading, evidence of joint professional development
8. 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/ number of students served. Pre- and post-test student achievement data, parent/teacher surveys
9. 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		2001-2002		Use of structure. District-wide survey: levels of use and need
10. 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		2003-2004		Increased availability and use of library materials as measured by response to levels of use and need survey
11. Identify differentiated materials, including leveled texts appropriate for students reading below standard and purchase as funds are available.	Teachers and Special Programs Staff		2001-2002		Observed materials in use, referenced in IEP or other learning plans, student achievement data
12. Expand integration of technology to support reading instruction.	Curriculum Dept., Library Media & Technology, Library Media Specialists, Teachers		2002-2003		Levels of use surveys, technology assessments, classroom observation

District Action Plan

Focus: Staff Development				Date: January 2002
State Goal: By Spring 2004, at least 65% of seventh grade students and 78% of tenth grade students will meet or exceed the state reading standard as measured by the Washington Assessment of Student Learning. District Goal: By Spring 2004, at least 90% of K-10 students will meet or exceed grade-level standards as measured by performance on District Reading Assessments.		Pathway Connection: Goal One: Maximize Learning and Teaching
Target Objective 1: Staff development that fosters deep understanding of the reading process, research-based instructional strategies, performance assessment and district curriculum will be provided.
	Who		Implementation Timeline		Evaluation/Assessment Data Collected
1. Provide resources and support for job-embedded professional development focused on reading improvement consistent with the District Instructional Professional Development Policy and Procedures (Policy #5340).	Curriculum Dept., Professional Development Coordinator, Principals, Site Councils		2001-2002		LID/Early Release Activities, professional development/clock hour records, professional development plan proposals and budgets, levels of use surveys of student achievement data
2. Plan and provide a variety of professional development opportunities to help all teachers develop exemplary practices and common understandings that support reading instruction: a. assessment and evaluation b. instruction for diverse learners c. reading strategies across content d. understanding instructional resources	Literacy Task Force, Professional Development Coordinator, Curriculum Dept.		2001-2002 ongoing		Professional development/clock hour participation, building-based inservice, principal supervision
3. 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., Professional Development Coordinator, Human Resources Dept.		2001-2002		Mentor records, TAP records, teacher survey data
4. Hold regularly scheduled support meetings for new teachers and mentors.	Professional Development Coordinator		2001-2002		Attendance logs, agendas, teacher surveys
5. Provide para-educator training on teaching strategies for reading improvement for Special Education and ESL staff.	Curriculum Dept., School Plans, Special Education, Federal & Special Programs		2002-2003 ongoing		Professional development records/ documentation
6. Publish catalog of district-sponsored/facilitated professional development opportunities.	Professional Development Coordinator		2002-2003		Use and needs survey, levels of participation in district-sponsored training in buildings
7. 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
8. Further establish representation and leadership roles of Literacy Task Force members in order to support ongoing communication and professional development at the building level.	Professional Development Coordinator, Curriculum Dept., Literacy Task Force		2001-2002		Meeting agendas, meeting minutes, record of participation of building level involvement

District Action Plan

Focus: Parent Involvement				Date: January 2002
State Goal: By Spring 2004, at least 65% of seventh grade students and 78% of tenth grade students will meet or exceed the state reading standard as measured by the Washington Assessment of Student Learning. District Goal: By Spring 2004, at least 90% of K-10 students will meet or exceed grade-level standards as measured by performance on District Reading Assessments.		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/Assessment Data Collected
1. Review and revise the middle and high school report card to include information about student progress toward standards in reading.	Central Office Staff, Report Card Committee		2001-2002 through 2004-2005		Revised report card implemented at middle and high school
2. Student progress will be reported to parents based on the middle and high school report card and conference schedules.	Teachers		2001-2002		Supervision process, report card and conference records
3. Parents and students will be actively involved in identifying and evaluating goals/strategies to improve reading achievement for those students reading below standard.	Teachers, Parents, Students		2002-2003		Supervision process, report card and conference records
4. Develop and provide school sites with print resources and parent information that supports reading improvement for middle and high school students.	Curriculum Dept., Schools		2003-2004		Parent and teacher feedback/surveys
5. Further develop parent and family links to the district web site with focus on: a. resources and strategies to support reading for all students, b. specific lessons and models of strategies for students on reading improvement plans, c. opportunity for parents to monitor student progress and communicate with teachers online.	Library, Media & Technology, Curriculum Dept., Literacy Task Force		a. 2003-2004 b. 2003-2004 c. 2002-2003		Level of use and frequency of visits to site, feedback/surveys from teachers and parents
6. Provide inservice for building staff responsible for volunteer training with focus on reading and literacy support and emphasis on specific strategies to improve reading achievement.