Changes in student learning behavior: What will students do to reach the identified result? What new things will they do to learn? What things will they do more of?
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Changes in Instruction : What will teachers do to ensure students learn and develop learning behaviors identified in the first column?
(Be sure that the instructional practices you identify will address every student learning behavior) |
Monitoring progress with timelines and adjustments: How will we measure progress towards the changes in learning behavior and teaching that we want? How often will this occur? How will we keep the principal, parents and SIT involved and informed? |
Collaboration and Support: When will we use the information we get from monitoring to improve learning and teaching? When will we discuss the progress we are making?
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School and District Support Resources: What supports and resources will the school and district provide in order for us to achieve the results of this action plan?
(List the support and resources below and then use the attached template to finalize this column) |
Evaluating Results/ Reporting to Families and Community: How will the school know if the students reach the intended results? In light of what we have learned, what are our next steps?
Reporting to Families and Community:
How will you inform the school community?
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Students will:
- Improve word identification and decoding strategies.
- Improve comprehension of unfamiliar vocabulary by applying strategies to unlock meaning.
- Improve initial understanding, analysis and interpretation of informational text.
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Teachers will: - Explicitly teach phonology, syllable types & division rules as well as morphology (prefixes suffixes, base words, roots)
- Teach word analysis skills (morphology)
- Model and give practice in identifying context clues to unlock word meanings.
-Explicitly teach higher level vocabulary and multiple meanings of words providing concrete anchors and mnemonics to aid memory.
-Explicitly teach informational text format, including a process for identifying the subject of a report, key facts & supporting details as well as sorting and classifying facts. Use graphic organizers. |
Teachers will:
- Observe Lab Class, lesson in expository text applied to classroom. -Use formal and informal assessments - Use Project Read materials/assessments. -Monitor Lexia data - Look at Student Work
Teacher Leaders will:
- Develop common language, graphic organizers & rubrics (expository text)
- Lead teachers in reviewing NECAP data -Model Multi-sensory Programming in classroom by special educators.
-Research supportive materials & technology.
Administrators will: -Monitor subgroup performance on PLP’S Provide materials, training, Lab Classroom opportunities
- Review Progress Monitoring of PLP’s
- Look at student work
- Conduct classroom observations |
When we will collaborate:
- Grade Level Meetings
- Faculty Meetings
- Professional Development
- Peer Observations
-Collaboration with special educators, reading specialist.
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The school will supply the following support and resources:
- Project Read summer training
- Additional opportunity for teachers not yet trained in Project Read.
The central office will supply the following support and resources:
- Lab Classroom support
- Project Read support & training
- Materials |
Evaluating Results:
- Evaluate subgroups:
NECAP scores, SALT data, PLP Data
- Development of Common Language & Graphic Organizers
Reporting to Families and Community:
- Report out night
- PTO communication
- Provide updates regarding action plan within newsletter
- Bulletin boards to reflect action plan at least one time per year (task, criteria chart, standards addressed) |
