School Goal (Specifically, what will you accomplish

School Goal (Specifically, what will you accomplish?) We will improve student achievement in reading and writing based upon the district and state assessments.
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?) Student performance on district and state assessments has been lower in reading and writing than in math. At the beginning of the 1999-2000 school year, the district adopted a new language arts curriculum and assessment, based upon the state standards. The staff determined that improvement in reading and writing achievement would continue to be the area of concentration during the 2000-2001 school year.
Leadership (Who will be responsible to lead out and facilitate the plan?) The Willow Instructional Leadership Team, the cross-graded School Improvement Teams, and the principal.
Evaluation Strategy (How will the results be measured?) We will collect student achievement data on the district and state assessments and look for annual improvements. We will compare grade level achievement over time.
Start Date: September , 2000	Review Date: January, 2001			Evaluation Date: May, 2001
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	Enterprise	Text Reall.	Bldg Budget	Other
Data Collection & Analysis of district and state assessments. Establishment of targets for instructional focus based on results of district & state assessments. Mid year progress check & year end assessment of targets identified for instructional focus Comparison of data over time		Target analysis documentation Targets for instructional focus with achievement levels in reading and writing. Documentation of midyear progress check & year end assessment of targets Data comparison documentation			S.I.P. Inservices
Develop an action plan for each instructional focus area targeted Include instructional strategies, training, and materials in the action plans		Implementation of Instructional Focus Action plans			S.I.P Inservices
Training for staff in best practices of reading and writing instructional strategies: consultants for whole staff training; workshops; release time for grade level collaboration & planning; summer projects		Summaries of professional development activities; sharing activities Implementation of new strategies Increased use of effective strategies			S.I.P. Inservices; Release time; Substitutes for release time; Stipends for summer work				X X	X X
Identify & purchase materials needed to support new district curriculum in reading and writing Identify & purchase materials needed to support instruction of targeted areas		Use of new materials for instruction					X	X	X	X
Continue to implement revised process for student assistance from Literacy Leaders Assess new process		Grade level meetings with Literacy Leaders Assessment data –pre/post testing			Meeting time; release time; Substitutes for release time				X	X
Training for staff on District #108 writing rubric; release time for collaboration & group scoring of writing samples Utilize expectations of writing rubric to guide instruction Grade level & cross graded discussions on best practices in writing instruction		Implementation of district expectations for student writing for each grade level. Assessment data-SAI testing & classroom writing			S.I.P. Inservices; release time; substitutes for release time				X	X
Increase use of technology as an instructional and assessment tool Use on-line resources for instructional best practices Grade level & cross graded discussions of on-line resources		Increased use of technology as an instructional strategy Lesson Plans which document use of technology as an instructional strategy and/or assessment tool.
Provide support to parents to assist them in working with their children at home Provide training & materials to parents		Increased family literacy			Family Coordinator; Cost of materials			X	X	X
Feedback of Results
Evidence/Knowledge of Results We learned that our students improved in some of the targeted areas on our 99-00 local assessment. We met or exceeded two of the four targets and stayed the same on the third target. Local assessment data was not available for the fourth target. We learned that 87% of our NON-IEP students met or exceeded state standards on the ISAT in reading. 97% met or exceeded in math. 67% met standards in writing. We improved our performance on the ISAT math and our scores remained the same on the ISAT reading and writing tests.			Recommendations (What we need to do differently?) We have targeted areas of focus for instruction, based on the results of our assessments. We have compiled a list of instructional strategies for each instructional focus area. We will pursue professional development activities aligned with our goal. We will purchase materials to help support our instruction in the focus areas. We will formally review our plan in January, 2001 to determine our progress so far this year.