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ACTION PLAN |
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Evidence of Need from/for Self-Study |
Action/Strategy |
Means/Assistance Required |
Evaluation and Expected Results |
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1.
Achievement-
Infoworks
2002 shows: |
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• 49%
proficiency in Basic Understanding |
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• 24%
proficiency in Analysis and Interpretation |
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• Student scores on
local rubrics |
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• Examination of
students’ work |
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1a. Increase
the frequency with which teachers work
together on integrative instruction-
Chart SF-C.1.1 so that we move
from several times a year
to
quarterly
by 03 and quarterly to
monthly by
04. |
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1b. Increase
the percentage of integrated thematic
units with a focus on reading skill
development-
Chart SF- C.2 (2 of 2).
25% of all units focus on
reading by 03, 35% of all
units focus on reading by 04. |
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| 1.
Increase the time that teachers have to
work together on the implementation of
integrated instruction. |
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1b. Increase
time that teachers have to meet to examine
student work. |
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Barriers:
78% of teachers report that lack of
time necessary for adequate planning
and/or implementation is a problem -
Chart SF-I.3 (1 of 2) |
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| 1.
Increases in the levels of practices of
teachers working together on integrated
instruction as specified in the Action
Strategy -
Chart SF- C.1.1.
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• Decreases in the number of teachers who
report that lack of planning time is a
problem. |
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• Gains
on state/ district assessments. |
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• Increase the
percentage of students to 80% who score
proficient on local rubrics. |
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2. Low levels of team teachers working
together on assessment and performance standards
-
Chart SF-C.1.5 |
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| 2b.
Classroom observations by principals/site
visit reports |
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2. Increase the frequency with which
teachers work together on developing consistent
assessment standards across subjects so that we
move from several times a year to
quarterly
by 03 and quarterly to monthly by 04 -
Chart SF-C.1.5 |
| 2.
Increase the time that team teachers have
to meet and work together. |
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Barriers:
60% of teachers report that lack of
adequate team planning time is a problem -
Chart SF-I.3 (1 of 2) |
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2. Increases in the levels of practices
of teachers working together on performance and
assessment standards as specified in the
Action Strategy -
Chart SF-C.1.5 |
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| 3.
Increase small group active instruction
from several times a month
to weekly
by 03 and from weekly to
several times a week by 04. |
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Increase standards-based practices for
literacy instruction from weekly
to several times a week by 03 and
increase standards-based practices for
applied literacy from monthly
to several times a month by 03 and from
several times a month to
weekly by
04. |
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3. Provide professional development
opportunities to increase teacher skills in
working together/ teaming, reading instruction,
development of rubrics, revision/ writers’
workshop, working together on integrating
assignments. |
3. Increases in the levels of practices
of teachers working together as specified in the
Action Strategy -
Chart SF-D.1 (1 of 4) and
SF-D.1 (4 of 4) |
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4. Teacher ratings: Lower grades and
teacher expectations of students with competency
and readiness skill deficiencies -
Chart TR-B.6.1 and
TR-B.6.3 |
4. To correct these "teachable"
competency and skill deficiencies, increase the
frequency with which teachers provide
research-based literacy practices -
Chart SF-D.1.15. Increase item scores from
weekly to several times a week by 03 and
from several times a week to
daily by 04. |
4. Provide training in standards-based
practices specifically for literacy instruction.
Ex. Listening and speaking skills, using the
library/media center, the use of trade books,
writing instruction, the use of
developmentally-appropriate books, peer
writing/reading, etc. |
4. Increases in the frequency of
research-based literacy practices together as
specified in the Action Strategy -
Chart SF-D.1.15 |
5. GAP:
Teachers rank wanting/needing professional
development in "teaching to standards" and
"standards-based curricula and assessment" as #5
and #8 in 2002 -
Chart SF-G.2 (1 of 2) |
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Teachers rank receiving professional
development on teaching to standards #6 in
frequency in 2002 -
Chart SF-G.1 |
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| VS. |
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| 36% of
teachers report being "somewhat or
not at all familiar
with standards" or less in 2002 -
Chart SF-G.3 |
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5. Increase the frequency of professional
development participation with a focus on
standards from once a year to
several times a year by 03 and from
several times a year to quarterly by 04 -
Chart SF-G.1 |
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| In
2002, 68% of teachers report receiving "a
moderate amount" or less of training in
standards. Decrease this number to 60% in
03 and to 50% in 04 -
Chart SF-G.3 |
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5. Enable teacher participation in
professional development by providing adequate
release time/subs for professional development
day/days. |
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| • 66%
of teachers report that difficulties in
obtaining release time for planning and/or
professional development is a problem -
Chart SF- I.3 (1 of 2) |
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5. Gains in teacher participation in
professional development with a focus on
standards together as specified in the Action
Strategy -
Chart SF-G.1 |
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| Gains
in teacher comfort in preparedness to
integrate standards into in instructional
practices -
Chart SF-G.3. Improve “very much
prepared” from 30% to 40% by
03 and from 40% to 50% by
04. |
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