Provide students with sufficient practice with the vocabulary and format of the criterion-referenced and norm-referenced tests, such as utilizing the Released Items and HMH materials..
Provide SOAR assessments five or six times yearly (September, October, November, December, March, and May) to assess students' mastery of standards listed on the LRSD curriculum map.
Utilizing the LRSD curriculum maps and Arkansas Library Media Frameworks, provide library lessons to correlate with kindergarten through fifth grade literacy instruction.
Utilize Edline (grades K-5), Interim Reports and Progress Report cards to inform parents of their children's progress in literacy every four to five weeks.
Action Type: Parental Engagement
Cheryl Carson, Principal
Start: 08/15/2011
End: 05/30/2012
Computers
Performance Assessments
ACTION BUDGET:
$
Distribute Summer Reading Lists to all students.
Action Type: Parental Engagement
Lou Alley, Instructional Coach
Start: 05/29/2012
End: 05/30/2012
Teachers
ACTION BUDGET:
$
Compare the guided reading text level results quarterly to assess the effectiveness of implementing a Comprehensive Literacy.
Action Type: Program Evaluation
Cheryl Carson, Principal
Start: 06/04/2012
End: 06/15/2012
Performance Assessments
ACTION BUDGET:
$
Analyze disaggregated ITBS test results for first grade through fifth grade students to identify the percentage of students scoring at or above the 50th percentile on the Reading Comprehension Subtest and to assess the effectiveness of implementing Balanced Comprehensive Literacy.
Action Type: Program Evaluation
Cheryl Carson, Principal
Start: 06/04/2012
End: 06/15/2012
Performance Assessments
ACTION BUDGET:
$
Analyze disaggregated Augmented Benchmark Exam results for third through fifth grade students to determine the percentage of students scoring "proficient" or "advanced" and to assess the implementation of Comprehensive Literacy.
Action Type: Program Evaluation
Cheryl Carson, Principal
Start: 06/04/2012
End: 06/15/2012
Performance Assessments
ACTION BUDGET:
$
Conduct classroom walk through observations, informal observations, and formal observations to assess the effectiveness of Comprehensive Literacy.
Action Type: Program Evaluation
Cheryl Carson, Principal
Start: 08/15/2011
End: 05/30/2012
Teachers
ACTION BUDGET:
$
Create Professional Learning Communities at each grade level to conduct weekly Common Planning Periods, focusing on reviewing curriculum maps and examining assessment data from teacher made tests.
Action Type: Collaboration
Cheryl Carson, Principal
Start: 08/05/2011
End: 05/31/2012
ACTION BUDGET:
$
Total Budget:
$5000
Intervention: DIFFERENTIATION OF INSTRUCTION - Tier II and Tier III Interventions
PROGRAM EVALUATION: Effectiveness of Tier I interventions will be determined by 80% of students having a composite score of 70% or greater on the quarterly SOAR assessment.
Scientific Based Research: Fielding, L., N. Kern, and P. Rosier. (2007) "Annual Growth for All Students, Catch-Up Growth for Those Who are Behind." Kennewick, WA: The New Foundation Press, Inc.
Carbo, M. (2009) "Match the Style of Instruction to the Style of Reading". Phi Delta Kappan, Volume 90, Number 5: 373-378.
Muoneke, A. (2007) "Response to Intervention (RtI): A Systematic Approach to Reading and School Improvement." SEDL Letter, Volume 19, Number 2: 25-34.
Demski, J. (2009) "Assess. Instruct. Repeat." The Journal, Volume 36, Number 5: 30-36.
Levin, H. (2008) "The Achievement Gap: Helping African American Males." Teacher Professional Development Sourcebook. Bethesda, MD: Editorial Projects in Education, Inc.
Muoneke, A. and L. Shankland. (2009) "Using Tiered Intervention to Improve High School Performance". SEDL Letter, Volume 21, Number 1: 5-12.
Murphy, J. (2009) "Closing Achievement Gaps: Lessons from the Last 15 Years". Phi Delta Kappan, Volume 91, Number 3: 8-12.
Reichert, M. and R. Hawley (2010) "Reaching Boys: an International Study of Effective Teaching Practices." Phi Delta Kappan, Volume 91, Number 4: 35-40.
Flowers, N. and D. Carpenter. (2009) "You Don't Have to Be a Statistician to Use Data: A Process for Data-Based Decision Making in Schools". Phi Delta Kappan, Volume 91, Number 2: 64-67.
Harris, Bryan, Plucker, Jonathan A., Rapp, Kelly E., * Martinez, Rebecca S (2009). Identifying Gifted and Talented English Language learners: A Case Study. Journal for the Education of the Gifted, V 32, Number 3.
Tomlinson, Carol, A. & Imbeau, Marcia B. (2010). a Differentiated Classroom. Association for Supervision and Curriculum Development.
VanTassel-Baska, Joyce (2007). Serving Gifted Learners Beyond the Traditional Classroom. Prufrock Press.
Actions
Person Responsible
Timeline
Resources
Source of Funds
Disaggregate Augmented Benchmark Exam, ITBS, DIBELS, and QELI data to identify kindergarten-fifth grade students scoring "basic" or "below basic."
Action Type: AIP/IRI
Action Type: Collaboration
Cheryl Carson, Principal
Start: 08/15/2011
End: 09/16/2011
Performance Assessments
Teachers
ACTION BUDGET:
$
Utilize "Item by Item Selections of Correct Answers" Report (Augmented Benchmark Exam and SAT 10) to identify skills in which 75% or fewer of students answered correctly and inform staff and parents of these skills.
Action Type: Alignment
Cheryl Carson, Principal
Start: 07/01/2011
End: 09/01/2011
Performance Assessments
ACTION BUDGET:
$
Collaborate with staff and parents to develop and implement Intensive Reading Interventions and Academic Improvement Plans to focus on the needs of students working below grade level.
Cheryl Carson, Principal and Ruth Keogh, Literacy and Math Teacher
Start: 08/15/2011
End: 05/30/2012
Performance Assessments
ACTION BUDGET:
$
Provide common planning periods for grade level and subject area vertical teams to develop strategies to address the needs of students with AIPs, IEPs, IRIs, and 504 plans.
Action Type: AIP/IRI
Action Type: Collaboration
Cheryl Carson, Principal
Start: 08/15/2011
End: 05/30/2012
District Staff
Teachers
ACTION BUDGET:
$
Utilize instructional strategies to differentiate instruction for kindergarten through fifth grade students, such as learning contracts, reading buddies, flexible grouping, curriculum compacting, learning centers, and independent study. (Tier II)
Provide SOAR assessments five or six times yearly (September, October, November, December, January, February, March, April, and May) to assess students' mastery of standards listed on the LRSD curriculum map.
Action Type: Alignment
Action Type: Program Evaluation
Cheryl Carson, Principal
Start: 09/28/2011
End: 05/25/2012
Performance Assessments
ACTION BUDGET:
$
Identify students scoring less than 70% mastery of standards as measured by SOAR assessments.
Action Type: AIP/IRI
Action Type: Alignment
Sunny Hawk, Literacy Coach
Start: 10/03/2011
End: 05/29/2012
Performance Assessments
ACTION BUDGET:
$
Reteach students demonstrating less than 70% mastery of standards on SOAR assessment.
Schedule and conduct no less than two conferences with the parents of all students to discuss progress, including students with AIPs, IRIs, IEPs, and 504 plans.
