School Goal (Specifically, what will you accomplish

School Contact Information:

Address 1610 Holiday Drive, Pekin, IL 61554

Phone (309)346-0565

FAX N/A

URL http://www.pekin.net/pekin108/starke/

School Mission

L.E. Starke, a K-3 school, is committed to having our students reach their highest potential through a positive, innovative learning environment supported by a partnership with parents and the community.

Vision

The vision for our school is driven by specific beliefs related to students, the school environment, the learning process and families and communities. Our staff will pursue this vision by working collaboratively and by identifying school improvement goals that support district goals. Our vision is represented by the following four areas:

Fostering an exciting and innovative K-3 curriculum;
Strengthening the link between home, school and the community;
Upgrading our building and equipment to provide a safe, healthy attractive learning environment;.
Securing resources to fund school needs.

Values

We will work as a team ( staff, students, parents and community) to maintain a professional environment through:

Communication – Speak, listen and understand others’ ideas and utilize a variety of communication
tools

Collaboration –Share ideas, materials, resources

Meet as a staff in a variety of settings

Accept the ability ranges of our children and identify what we will do to help them

be better learners

Actively pursue community involvement to meet the needs of students and staff

Celebration - Recognize and celebrate staff accomplishments

Recognize and celebrate student accomplishments

Recognize and celebrate school accomplishments

Recognize and celebrate community accomplishments

School Goal:

Implementation of the aligned language arts curriculum and assessment program as a means to improve student learning in reading and writing.

Under Construction

School Goal (Specifically, what will you accomplish?) 1999-2000 The implementation of the aligned language arts curriculum and assessment program as a means to improve student achievement in reading and writing.
District Goal (The school goal aligns with what district goals?) Goal One (1999-2001): To increase student performance through the school improvement process by ensuring language arts and mathematics standards are effectively taught, assessed and communicated.
Data-Driven Rationale (What data lead you to set this goal?) Students’ 1998 IGAP and school local assessment language arts scores have been reviewed by our staff. These scores indicate reading and writing as areas for improvement. A variety of assessment data will be used during this year to identify targets for improved student learning in reading and writing. This data will also be used to inform our planning and instruction as the new aligned curriculum and assessment program is implemented. Subsequent student achievement data will used to evaluate the progress toward the identified target area(s).
Leadership (Who will be responsible to lead out and facilitate the plan?) The S.I.L.T., principal, District/Building SAI Teams, SIP Team, Literacy Leader will facilitate this goal.
Evaluation Strategy (How will the results be measured?) Examine summative local assessment data, and 1999 – 00 ISAT data to measure progress toward this goal. The local assessment data will show evidence that 80% of all students are mastering reading and writing objectives. The ISAT data will show evidence that no students are in the "academic warning" and a lower percentage of students are in the "does not meet" designation. The ISAT results should also show a higher percentage of students are in the "exceeds" designation.
Start Date: August 23, 1999	Review Date: January 14, 2000 *March 17, 2000*	Evaluation Date: June 3, 2000

Action Plan
Action (What are the critical elements of the goal?)	Indicators of Success (How will we measure progress?)	Resources	Title 1, 2, 4, 6	Ent	Text Real	Bldg Budg	Other
WRITING CURRICULUM The following areas will be addressed through instruction and assessment: Focus (main ideas) Support (details) Organization	Teacher made writing assessment Teacher made lessons and activities designed to help students learn how to find main ideas and supporting details Graphic organizers Checklists District writing rubrics Progress reflected on district formative and summative writing assessments Progress reflected on ISAT writing assessment	SIP Team Staff Principal Literacy Leader		X		X
READING CURRICULUM The following areas will be addressed through instruction and assessment: Main ideas and details Fluency Vocabulary Inferences Word Analysis	Teacher made reading assessments Assessments provided with the new reading series Checklists Running records Progress reflected on district formative and summative reading assessments Progress reflected on ISAT reading assessment	SIP Team Staff Principal Literacy Leader		X		X
PROFESSIONAL DEVELOPMENT *Grade Level Planning Sessions:* Share data related to students' performance on district formative and summative writing and reading assessments Plan instructional activities based on students level of learning as indicated through the district assessment process Share ideas for the most effective use of the language arts series as a means to support instructional needs Develop and refine exemplary lessons that have proven effective in meeting the learning needs of students Explore rubrics as a means to assess student writing samples SIP Team members visit other schools in the district to gather information and resources SIP Days used to focus on the SAI process (curriculum, assessment, and instruction) and how it affects student learning Institute Day used to participate in a workshop with Carol Morreale related to creating meaningful teaching and learning experiences for students of all abilities Teachers meet and focus on team goals relating to improving student learning in writing and reading	Agendas and summaries from SIP days, SIP planning meetings, SILT meetings will show progress related to professional growth Teachers will document progress made on personal and team goals Activities, lessons, and units will show evidence a focus on teaching practices as a means to improve student learning S- funds used from K-3 Classroom Reduction Grant for professional development	SIP Team Staff Principal Literacy Leader		X		X	S
LEARNING CENTER Use as an instructional resource to support writing and reading curriculum Collaborative planning of curriculum based projects and activities	Collaborative project plans Published curriculum based projects	SIP Team Staff Principal Literacy Leader Learning Center Teacher	X	X		X
AT-RISK POPULATION Literacy Program Services Early Intervention - 1^st grade Reading Recovery short term early intervention program Late Elementary Intervention - 2^nd and 3^rd grade Supplemental reading and writing instruction designed to meet specific needs of individual students Incorporate a variety of literacy intervention strategies Literacy groups, or small group instruction Collaborative planning and teaching among Literacy Leader, resource teacher, and staff	Observation survey Teacher- made assessments Rubrics Writing samples Jerry Johns Inventory Title I dictation sentences Peters Dictation Progress reflected on district formative and summative assessment Progress reflected on ISAT assessment	SIP Team Staff Principal Reading Recovery Teacher Literacy Leader Resource Teacher	X	X		X
Parent Participation Utilize the Family Coordinator as a resource to facilitate literacy resources available for parents check out and use Participate in direct dialogue with parents regarding support of literacy outside of school Make literature related to literacy available to parents	The following will provide evidence of these activities: Parents will be surveyed at the end of the school year to the assess the level involvement at home Data is gathered regarding parent conference attendance The school newsletter will be used to communicate relevant literature regarding literacy	Staff Parents Students Principal Secretary Family Coordinator	X	X		X

Principal's Page