School Goal (What is it that we want to improve?)

District Goal (How does this goal align with the district goals?)

The school goals are aligned with the following district Goal # 1:

To increase student performance through the school improvement process by ensuring language arts standards are effectively taught, assessed, and communicated.

Data-Driven Rationale (What data lead you to set this goal?)

After reviewing and reflecting upon the 2000-2001 language arts district assessment (SAI) results, Smith teachers decided to continue to target the writing curriculum for improvement. Teachers had begun improvement efforts in the area of writing, and they wished to continue these efforts. Staff reviewed results and discussed improvement efforts at a May school improvement day. After this discussion, new targets were set for the 2001-2002 school year.

Leadership (Who will facilitate this goal?)

The principal, SILT, the District/Building SAI Teams, and the Literacy Leaders will all help facilitate language arts improvement.

Evaluation (What is your anticipated or expected outcome?)

Start Date: Aug. 27, 2001

Progress Review Date(s): January 18, 2002

Evaluation Date: May 31, 2002

Action Plan

Actions (What are the critical elements of the goal?)

Indicators of Success (How will we measure progress?)

Resources

Title 1, 2, 4, 6

Latatch

Text Reall.

Bldg Budget

Other

WRITING CURRICULUM

Teachers have targeted writing for improvement. See attached "Writing Action Plan" for a detailed description of the improvement process.

• District formative/summative assessment (SAI) results will reflect progress.
• ISAT results will begin to reflect progress.

(see attached "Writing Action Plan" for additional indicators)

X

X

X

X

X*

PROFESSIONAL DEVELOPMENT

• Implement monthly Professional Development/Planning Meetings (grade level or multi-graded) that will discuss improvement of instruction.

• Implement goal information sharing (PDSA).

• Attend Literacy Workshops (share information).

• Analyze and share information regarding school improvement during Early Release Days/Monthly Meetings.

• Contact other school staff members to present information on 4-blocks and the developmental writing checklist.

(see attached "Writing Action Plan" for a timeline)

TECHNOLOGY

• Use new software to support literacy instruction.

• Use technology as a vehicle for communication.

• Use internet access for 1) professional development and 2) sites for instructional activities.

• Support the district/site technology plan through planning and implementation of instructional activities.

• Use technology to see and interpret test data.

• Initiate support training for staff.

• Minutes/agendas/evaluations from grade/building level meetings will document discussions relating to professional growth.

• Minutes/agendas/evaluations from grade/building level meetings will document discussions relating to goal attainment along with PDSA goal notebook completion.

• Minutes/agendas that reflect the sharing of information and professional development requests submitted to the principal.
• Teachers will continue to address district formative/summative assessment through instruction and collaboration. This will be evidenced through observation and communication (minutes/agendas).
• Minutes/agendas documenting meetings between the staff and the consultant.

• Documentation through observation and discussion at grade level meetings (agendas/minutes).

• Documentation through memos and e-mail communication.

• Hard copy of printed internet material and observation of internet usage.

• Creation of student projects through powerpoint, word processing, etc.

• District/site hard copy or electronic document used for school improvement activities.

• Support training is scheduled.

X

X

X*

HOME/SCHOOL PARTNERSHIP

• Participation of parents with their child in the literacy activities that will be sent home by teachers at each grade level. These activities will support literacy learning.

• Invite parents to attend conferences, parent nights, Meet Your Teacher Night, and grade level activity/performances.

• Invite parents to volunteer during literacy activities in their child's classroom in order to support literacy learning.

• Publish student writing for parents.
• Publish articles for parents relating to how they can support literacy learning at home.

• Make the Parent Resource Center more visible.

• Parent/teacher use of reading logs and journals.

• Evidence regarding conferences, Meet You Teacher Night, and parent nights will be documented through surveys and parent attendance. There will also be "Parent Recognition" activity at the end of the year.

• Parent volunteers in the classroom will be documented through an office tally sheet.

• Articles and student writing will appear in the monthly Smith newsletter.

• Resource Center will be moved.

X*

COMMUNICATION OF STUDENT PROGRESS

• Communicate progress during conferences-fall and spring.

• Initiate trimester reports (checklists, grades, and/or narrative reports, samples of student work and teacher/student self-reflection documents (I Can Do Its).

• Develop district kindergarten checklist.

• Distribute district formative/summative assessment results.

• Distribute ISAT results.

• Parent evaluation of conferences.

• Checklists, narratives, report cards, samples of student work, and "I Can Do Its" are given/sent to parents.

• Checklist is finished.

• Test results given/sent to parents.

Principal

X

Feedback of Results

Evidence / Knowledge of Results (What did we learn?)

Recommendations (What do we need to do differently?)

Looking at our summative SAI reading results, we can see that we did not make our target of 85% of the K-3 population scoring 80% or better on the reading strategy objective and the reading comprehension objective. The kindergarten and first grade did meet the criteria scoring between 94% and 97% on both objectives. The second and third grades scored below 80% on both objectives. It was noted that children do better comprehending than recognizing words. It was concluded that the children are using good reading strategies to comprehend what they read when they come across words that are unfamiliar.

Throughout the year, the teachers began to focus more on writing. Teachers, especially the K-1 teachers, felt limited in their knowledge of how to develop a solid writing instructional program. SAI winter writing scores averaged out at just breaking the "Meets" designation. Teachers feel they are at different levels in their understanding of instructional practices in this area. They are excited about what they have learned.

While teachers wish to see continued reading improvement, they have overwhelmingly voted to institute writing improvement as the school goal for next year. It is felt that writing will also support reading improvement. Teachers wish to continue or begin the kinds of writing activities that they have started or became aware of toward the end of this year (i.e. establish a different spelling program, concentrate more on word wall words, use rhythms and poems to assist in word usage, spend more time allowing children to write, and use a developmental checklist to aid in writing evaluation as well as help children understand writing expectations). Teachers also feel that they need to integrate writing with reading more than they have done.

We brought in consultants to help teachers with reading and writing improvement efforts. These professors did not meet our needs. Toward the end of the year, teachers began to seek out teachers that were doing the kinds of things they were interested in knowing about (i.e. 4-blocks, writer's workshop, and developmental writing checklist). Many teachers visited these classrooms and plan to implement some new instructional practices.

This year the staff searched for good software to support reading/writing instruction, but found that to be a difficult job. New software was ordered, but good stuff was hard to find. Also, many good internet sites were found to support thematic unit instruction. These sites were linked to the Smith webpage.

Home/School Partnership

We have 90% of our first graders reading at home. Our home/school activities have been successful. Also, parents have responded positively to our grade level performances as evening attendance has been very good. Finally, teachers feel that there are many opportunities for parents to volunteer during the school day.

Conferences twice a year was a good idea.

Teachers wish to continue to have monthly collaboration time. They are eager to continue this practice so that they can share information and teaching strategies. Many teachers are attending workshops over the summer and will share their expertise next year. Teachers also found their goal groups beneficial in helping them develop their expertise in reading or writing. Other consultants from school districts may be employed during inservice time.

Teachers will be using their new software in order to support instruction. Additional software based on recommendations from the Literacy Leaders will be ordered and used during reading/writing instruction. Also, teachers will continue to use the internet to support thematic instruction. Finally, less site technology support will be available next year. There may need to be support training available to the teachers.

Teachers will continue to send literacy activities home (i.e. classroom books, back-pack activities, traveling journal, and cut-up stories). Smith will continue to offer grade level performances throughout the year. Teachers will also continue to encourage volunteerism. Finally, staff will move the Parent Resource Center to a more visible spot.

Continue having conferences twice a year. Begin to work on a district-wide kindergarten checklist.