J. Measurable Reading Goal and Action Plan In the spring of 2014, the percentage of 3rd-6th grade students meeting or exceeding Minnesota Reading performance standards will increase from 64.4% to 80% as measured by the Reading MCA. School Profile data which relates to this goal: (most recent Math MCA data used to create baseline for above goal): Description of how student progress toward this goal will be measured (local math assessment): Description of procedures for reporting student progress toward this goal to parents: Strategy, Method or Who is Timeline Resources Evidence Evaluation Action: Responsible? When will this What existing What indicators will Methods strategy or resources (or demonstrate What will you do? Who will provide How will you gather action begin and resources you will progress in the the leadership to the evidence end? have as you implementation of assure that this needed to implement this this strategy? strategy is demonstrate plan) will you use accomplished? progress and to accomplish this achievement of this strategy? strategy? Instructional Reading Teachers, Planning Paraprofessionals, Improvement of reading Formative assessments Classroom Teachers, implemented prior to teachers, Guided achievement of all and teacher Strategies to support SpEd Teachers, and school year; weekly Reading Leveled Trade students as measured by observations; this goal Principal evaluation of books, Computers, lexile levels, advancement progress during team Interactive of Guided Reading levels SRI measuring lexile planning; bimonthly Whiteboards, Destiny by individual students, levels given quarterly; PLC discussions, Library Database, increase use of centers by MCA-II data in fall, weekly team planning reflection on reading Scholastic Reading teachers and when student groups are program following Inventory assessments independence of students discussed school year Professional Staff Development and Dispersed throughout Northwest Service Formative assessments as PLC reports, Team District Leadership the school year as Cooperative, District developed in PLCs, Planning notes, new Development to Team lead by the staff development Reading Coach, revised grading process as report card, lesson plans support this reading Principal days are distributed Teacher Resource developed in team as evaluated by the goal. by administration. Library; Grade Level planning, differentiated principal and classroom Progress also made Reading Teams will standards-based lessons walk-through’s by the through the use of meet once a week to developed in PLCs and principal, year review PLCs occurring plan instruction around implemented in completed by staff bimonthly. student needs and state classrooms, increase in development committee standards. the variety of instructional PLCs will meet strategies bi-monthly to review data and plan lessons of standards-based instruction.
J. Measurable Reading Goal and Action Plan In the spring of 2014, the percentage of 3rd-6th grade students meeting or exceeding Minnesota Reading performance standards will increase from 64.4% to 80% as measured by the Reading MCA. School Profile data which relates to this goal: (most recent Math MCA data used to create baseline for above goal): Description of how student progress toward this goal will be measured (local math assessment): Description of procedures for reporting student progress toward this goal to parents: Strategy, Method or Action: What will you do? Who is Responsible? Who will provide the leadership to assure that this strategy is accomplished? Timeline When will this strategy or action begin and end? Resources What existing resources (or resources you will have as you implement this plan) will you use to accomplish this strategy? Evidence What indicators will demonstrate progress in the implementation of this strategy? Evaluation Methods How will you gather the evidence needed to demonstrate progress and achievement of this strategy? Instructional Strategies to support this goal Reading Teachers, Classroom Teachers, SpEd Teachers, and Principal Planning implemented prior to school year; weekly evaluation of progress during team planning; bimonthly PLC discussions, reflection on reading program following school year Paraprofessionals, teachers, Guided Reading Leveled Trade books, Computers, Interactive Whiteboards, Destiny Library Database, Scholastic Reading Inventory assessments Improvement of reading achievement of all students as measured by lexile levels, advancement of Guided Reading levels by individual students, increase use of centers by teachers and independence of students Formative assessments and teacher observations; SRI measuring lexile levels given quarterly; MCA-II data in fall, weekly team planning when student groups are discussed Professional Development to support this reading goal. Staff Development and District Leadership Team lead by the Principal Dispersed throughout the school year as staff development days are distributed by administration. Progress also made through the use of PLCs occurring bimonthly. Northwest Service Cooperative, District Reading Coach, Teacher Resource Library; Grade Level Reading Teams will meet once a week to plan instruction around student needs and state standards. PLCs will meet bi-monthly to review data and plan lessons of standards-based instruction. Formative assessments as developed in PLCs, revised grading process as developed in team planning, differentiated standards-based lessons developed in PLCs and implemented in classrooms, increase in the variety of instructional strategies PLC reports, Team Planning notes, new report card, lesson plans as evaluated by the principal and classroom walk-through’s by the principal, year review completed by staff development committee