• Data collected thus far is not informative—It does not enlighten instructional practices.
• The writing errors checklist focuses too much upon conventions
• The data gathering process confused instruction and assessment
• The rubrics for each grade level are either confusing or do not provide appropriate feedback to teachers and students.

• Therefore new rubrics were developed.

• One teacher at each grade level will voluntarily collect data between now and January 18.
• Four writing samples will be scored using the newly developed rubrics.
• The number of students who score below 3 will be calculated.
• The data will be used to develop an improvement theory at the January SIP day.
• Following the January SIP day all teachers will collect data using the newly developed rubrics.
• Any teacher may volunteer to collect the baseline data between now and January 18. (define the system)
• Any teacher collecting data for the January 18 SIP day must give a writing prompt in the same fashion as the May SAI writing prompt. (We are not collecting data during writing instruction—we are collecting writing data during writing assessment.)
• Four data points will be collected during the collection period.
• The rubrics may be used by all teachers and students in other situations and in a variety of ways to inform instruction and assessment.
• The district rubrics must be used to score winter and spring SAI assessments.

• Second and third grade students were the big losers in the personnel changes that occurred this year.

• Only one teacher provided service to second and third grade students compared with two in years past.
• Services were provided through JLP
• Kindergarten and first grade students received more services than in the past and second and third grade students received less.
• There are more title students in second grade than in third

• Therefore Title 1 services will be realigned beginning November 26.
• Marian Gray will provide Title 1 services to K-3 students through JLP.
• Pam Wallinger will provide Title 1 services (Reading Recovery) to first grade students in the morning
• Pam will provide Title 1 services to 2—3 students in the PM
• Kathy Emery will provide Title 1 services (Reading Recovery) to first grade students in the morning
• Kathy will provide Title 1 services to kindergarten classes in the PM

• The current plan is not fully meeting the needs of students and staff
• While there are benefits to the current plan including…
• Collaboration among staff
• New shared teaching strategies
• Small group instruction
• Targeted outcomes
• Conferencing time with students
• Writing focus
• There are also obstacles including…
• Heterogeneous groups are not always the best
• Planning teams are large and coordination has been difficult
• Specialists (Title 1 and LC) must deal with 28 themes (4 per day) throughout the year
• The collection of materials and resources has been difficult especially for certain themes
• The collection of materials and resources has been time consuming
• Planning team members are not all focused on the same issues during planning sessions
• Technology integration support—a goal for the Learning Center—is not being provided to staff and students
• Title 1 targeted assistance is not being provided to second and third grade students.

• Homogeneous grouping practices will be used during JLP week
• Students will not rotate from teacher to teacher as is the current practice.
• A schedule for mandatory planning meetings will be established to begin in January.
• At least one grade level will need to meet at a time other than a Wednesday after school.
• The meeting schedule must allow for specialist (Title 1 and Learning Center teachers) to attend all meetings.
• Before the January meeting dates each grade level will establish ground rules for the meetings.
• The meeting will determine the targeted outcomes for homogeneous groupings of students.
• The outcomes will include language arts and technology skills.
• The classroom teachers will determine the language arts outcomes
• The Learning Center teacher will determine the technology outcomes
• Assignments of groups to the classroom, literacy and Learning Center teachers will be made.
• Specialists will be assigned the same level group for both cycles (e.g. high and high or low and low but not high one week and average the next)
• All teachers will bring to the meeting materials for teaching the theme and the targeted outcomes.
• The meeting will focus upon the NEXT cycle not the current cycle.
• JLP will be a one week period
• Teachers (classroom, literacy and LC) will be assigned a homogeneous group at the planning meeting.
• Each teacher will be responsible for instruction of the group for the entire week.
• At the end of the week students will have a reflective piece and an artifact to take back to class demonstrating mastery or progress toward mastery of the targeted language arts outcome(s) and tech outcomes as appropriate.
• Donna Brantley will be assigned to the person with the low group unless the planning meeting determines other more appropriate use of her time.
• Tools and Tech week will occur one week following JLP week
• Tool week
• Marian and Donna will come to the classroom on Monday of Tool week
• Marian will teach a quality tool to the whole group on Monday
• The classroom teacher will be free to conference with students on their writing during this hour.
• Conferencing must take place in the room where Marian is giving instruction.
• Tuesday – Friday students will work in cooperative (heterogeneous—determined by the classroom teacher) groups learning and using quality tools.
• The classroom teacher, Marian and Donna will team teach Tuesday – Friday
• Tech week
  • Sheila and Lana will come to the classroom or the class will come to the Learning Center.
  • Sheila will introduce and begin the planning process for a RAP project to be conducted during the week.

• The classroom teacher will be free to conference with students on their writing during this hour.
• Conferencing must take place in the room where Sheila is giving instruction.
• Tuesday – Friday students will work in cooperative (heterogeneous—determined by the classroom teacher) groups on a RAP project.
• The classroom teacher, Sheila and Lana will team teach Tuesday – Friday

• During the next rotation teachers will switch from Tech integration to Tools and from Tools to Tech integration

One complete rotation of a grade level