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? How do these connect to the RI GLEs/GSEs? Consider how students will: 1. Use standards & expectations to become better learners.
2. Use assessment results to guide their learning and 3. Access the learning opportunities they need
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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 and connect to the RI beginning Teacher Standards) |
Monitoring progress with timelines and adjustments: How will teachers measure progress and make adjustments to the changes in learning and teaching behaviors that we want? How often will this occur? How will teachers inform and involve the principal, parents and SIT? |
Collaboration and Support: When will teachers find time to collaborate and discuss the information they get from monitoring to improve learning and teaching?
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Resources, School and District: What school-wide and district supports and resources will be necessary to achieve the results of the action plan? Organize support into the categories below and fill out the attached back up sheets for each area. (use the attached resource planning templates to specify the professional development support for teachers.)
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Evaluating Results: How will the school know if the students reach the intended results? In light of what we have learned, how will we revise the plan for next year?
Reporting to Families and Community. How will we share the results of this plan with the entire school community? |
Students will:
K : use details in drawing, know concept of “word” Organize and categorize vocabulary
Fall Gr. 1 : develop list of topics, know concept of sentence, paragraph, & story develop details in drawing develop details in text. Spring 1-Gr. 5: -Students will choose a topic & use prewriting strategies to help focus their writing. -Organize & categorize vocabulary Students will include details that support the main idea -Fill in missing details
-Get rid of unnecessary information -Show knowledge of the topic
-Give point of view
-Use vivid & imaginative language that appeals to the senses -Deliver ideas clearly
-Utilize strategies from Framing Your Thoughts
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Teachers will:
1. Use Write Traits Instruction
2. Match instruction to GLE’s
3. Teachers will provide students with Write Traits rubrics.
4. Teachers will utilize strategies for multi-sensory teaching, i.e., Project Read/Framing Your Thoughts/Written Expression. |
Teachers will:
1. Match writing prompts (for each grade level) to GLEs.
2. Use grade level rubrics
3. Save benchmark papers (January & June) in student portfolios.
4. Implement Time Lines.
5. Support staff in multi-sensory instruction.
Administrators will:
1. Collect benchmark prompts twice a year (January & June) from every teacher.
2. Observe classroom lessons in Write Traits Instruction and Framing Your Thoughts. |
1. Grade level meetings twice a year to score benchmark papers, for scoring consistency (common planning)
2. RTI used to discuss students who are not meeting GLEs or standards in this area.
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1. District has aligned report cards (Gr. 1-5) with Write traits
2. Principal will provide for grade level meetings twice a year.
3. Principal will ascertain which staff members need Write Traits training and to what extent teachers are using Write Traits in their instruction.
4. Principal will ascertain which staff members need Project Read training and to what extent teachers are using Framing Your Thoughts. |
Evaluating Results:
1. Maintain high performance on NECAPS.
2. Raise scores for students who are not proficient.
Reporting to Families and Community:
1. Progress reported on report cards
2. Samples of student writing published in school newsletter.
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