Derynoski School Improvement Plan – Reading …



Derynoski Continuing School Improvement Plan – Reading Comprehension

2011-2012

School Goals: There will be an improvement in student achievement in reading comprehension and fluency through a balanced literacy program that includes explicit and differentiated instruction with conferencing and small group strategy work.

Focus Area: Reading Comprehension- Moving Students from Proficiency Status to Goal Status

Increased focus on Strands #2 and #3

• Developing an Interpretation

• Making Reader/Text Connections

Data/Evidence: CMT data from 2011 indicates:

Grade 3: 88.3 % DES students at or above proficiency rate. 73.9% of DES students at goal or above goal.

Grade 4: 86.3% DES students at or above proficiency rate. 76.8% of DES students at goal or above goal.

Grade 5: 81.4% DES students at or above proficient rate. 65.3% of DES students at goal or above goal.

Theory of Action: If we provide students with opportunities to read at their independent level during the school day and if we provide focused instruction which incorporates a progress monitoring system, then student achievement in reading comprehension and fluency will improve for all children. If we educate our families (students/parents) with best practices and research for literacy skills, Then, increase reading performance will occur. If we ensure best instructional practices in literacy with support, Then, overall reading achievement will increase for students.

Action Plan/ Curriculum, Instructional and Operational Strategies:

1. Assess and analyze students’ reading comprehension and fluency skill level as measured by DRA, CMT, CBA and informal data.

2. Complete additional assessment as needed.

3. Determine Tier I instruction based on data collected.

4. Determine appropriate Tier II/Tier III interventions and closing monitor progress in all environments. Continuous communicative exchanges with ongoing informal assessment data will be provided by both teachers and specialists.

5. Meet with teachers to set target objectives for literacy focused instruction.

6. Meet with all teachers to review reading data – 3x per year.

7. Level books in all classrooms for readability and genre variety.

8. Focus on utilizing the “coaching” model for workshop to improve the over process.

9. Create literacy strategy and guided reading groups.

10. Provide small group experiences based upon student reading level.

11. Use of technology for purposes of communication with families about student progress and benchmark goals.

12. In class use of technology to support literacy instruction (Raz-Kids, Read Naturally, etc.)

Professional Development Needs:

1. Columbia Cohort Consultation– Time to meet and talk about Reader’s Workshop progress within all K-5 classrooms.

2. Coaching from Literacy specialist and time to reflect with teachers.

3. Develop a solid collection of suitable books in all K-5 classrooms that are leveled to meet varied needs and interests of students.

Collaboration:

Who?

Teachers, Administration, Literacy Specialists, Tutors, Language Arts Coordinator, Students and Families

When?

Staff Meetings, Team Meetings, Curriculum Days, In-House P.D. Days, Conferences, PTO Meetings

About What?

Continue to increase literacy skills for fluency and comprehension as measured by both summative and formative assessments.

Derynoski Continuing School Improvement Plan –Written Expression

School Goal- Students will become effective writers through explicit instruction with a focus on composing and revising.

Focus Area- Improve skills in Composing/Revising;

Improve skills in Editing (5th Grade)

Grade 3- 49%-70%

Grade 4- 56%-70%

Grade 5- Strand 1 -75%-85% Strand 2-57%-75%

Theory of Action: If we provide students with explicit, direct instruction in the structure of written language, teach them to write with meaning and provide them the opportunity to write daily in a variety of genres, then student will increase achievement in written expression and overall language skills.

Action Plan/ Curriculum, Instructional and Operational Strategies:

1. Assess and analyze students’ writing skills as measured by benchmark assessment, CMT, journals and work samples.

2. Complete additional assessment as needed.

3. Determine Tier I instruction based on data collected and provide focused explicit instruction in targeted areas.

4. Students set their own writing goals with the teachers.

5. Students are held accountable for their writing goals in all writing pieces across curriculum.

6. Determine appropriate Tier II/Tier III interventions and closing monitor progress in all environments. Continuous communicative exchanges with ongoing informal assessment data between teachers and specialists.

7. Level books in all classrooms for readability and genre variety.

8. Focus on utilizing the “coaching” model for workshop to improve the overall process.

9. Create groups for explicit instruction for skills and specific strategies.

10. Use of technology for purposes of communication with families about student progress and benchmark goals.

11. Review a variety of materials for language instruction.

12. Parent night to discuss writing goals and instruction.

Collaboration:

Who?

Teachers, Administration, Literacy Specialists, Tutors, Language Arts Coordinator, Students and Families

When?

Staff Meetings, Team Meetings, Curriculum Days, In-House P.D. Days, Conferences, PTO Meetings

About What?

Continue to increase written expression skills in all areas and to integrating reading and writing to ensure generalization across academic areas.

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