Respectfully Submitted by

Transcription

1 Respectfully Submitted by Lincoln School Advisory Council: Jenny Azzara, Maureen Coffey, Katie Flynn, Beth Greenwood, Kristen Herbert (), David Knight, Jeffrey LaBroad, Hilory Paster, Allison Rimm, Andrew Rosenshine, Gretchen Thompson

2 Goal 1, Literacy: Implement the Fountas and Pinnell Literacy Program on a school wide basis in an effort to provide the highest quality instruction to all our students. Strategy 1.1: K- 2 teachers will receive 14 hours of individual coaching and 40 hours of literacy instruction. Strategy 1.2: K-2 teachers will utilize the coaching feedback and literacy instruction to implement new practices and structures. Strategy 1.3: K-2 teachers will build in 2.5 hrs. of literacy instruction and learning each day. Strategy 1.4: Struggling learners in K-5 will receive 12 weeks of Leveled Literacy intervention from a trained teacher. Strategy 1.5: K-8 teachers will utilize the literacy learning continuum. Strategy 1.6: K-8 teachers will continue to use the Basement Assessment System(BAS) on a biannual basis for placement purposes in instruction, for guided reading, and for remediation. Strategy 1.7: The literacy team will meet monthly to assess progress in the above goals and oversee the overall implementation of the literacy program. Action (Strategy #) (1.1) K- 2 teachers will receive 14 hours of individual coaching and 40 hours of literacy instruction this year and 20 hours of instruction next year. (1.2) K-2 teachers will utilize the coaching feedback and literacy instruction to implement new practices and structures. (1.3) K-2 teachers will build in 2.5 hours of literacy instruction and learning each day. (1.4) Struggling learners in K-5 will receive 12 weeks of Leveled Literacy intervention (LLI) from a trained teacher. Baseline Data Person(s) Involved Indicators of Progress/Success Literacy instruction planned beginning 8/13 Occurring in one K-2 classroom as per program rollout currently minutes of literacy daily 35 students received LLI services in the school year Literacy Coach Literacy Coach Literacy Team Literacy Specialists 2 Completed coaching and training around 7 major components of literacy instruction; faculty survey in Spring 2014 Observation by Literacy Coach; self-assessments by teachers or Literacy Coach check of schedule Students in the program demonstrate growth Resources Needed/Anticipated Funding Source Scheduling and substitute teachers as needed Scheduling support

3 (1.5) K-8 teachers will utilize the literacy learning continuum. (1.6) K-8 teachers will continue to use the BAS on a biannual basis for placement purposes in instruction, for guided reading, and for remediation. (1.7) The literacy team will meet monthly to assess progress in the above goals and oversee the overall implementation of the literacy program. Literacy team members doing so On-going, teachers use BAS data to guide instructional groupings The team has met monthly over the school year. Literacy Coach Literacy Team* Observation by Literacy Coach; self-assessments by teachers Assessment data, guided reading groupings, LLI instruction rosters Monthly meetings scheduled and notes kept of progress *The Literacy Team is a group of teachers representing each grade level and literacy specialists meeting monthly to facilitate the implementation of the Fountas and Pinnell program and literacy among Lincoln students. 3

4 Goal 2, Olweus Initiative: Build a supportive school culture by addressing bullying behaviors throughout school. Strategy 2.1: will present Olweus class meetings to students. Class meetings will be adapted appropriately to their student developmental levels on an on-going basis. Strategy 2.2: Lincoln teachers will implement on-the-spot interventions of bullying behaviors. Strategy 2.3: Administrators will track behavior and instances of bullying behaviors in order to spot patterns of student behavior. Strategy 2.4: The Olweus Bullying Questionnaire (OBQ) will be administered to students in grades 3-8 on a yearly basis and results will be analyzed to effectively address school-wide culture and bullying issues. Action (Strategy #) (2.1) will present Olweus class meetings to students. Class meetings will be adapted appropriately to their student developmental levels on an on-going basis. (2.2) Lincoln teachers will implement on-the-spot interventions of bullying behaviors. (2.3) Administrators will track behavior and instances of bullying behaviors in order to spot patterns of student behavior. (2.4) The OBQ will be administered to students in grades 3-8 on a yearly basis and results Baseline Data Implementation meetings held, ongoing resources and class meetings occurring about 2x monthly depending on class Brief spike in bullying investigations following rollout, moderate increase in behavior reporting Use of systems already in place requires collating of data from separate sources On-going, results analyzed and staff responses and Person(s) Involved Assistant Leadership Team Vice Leadership Team Vice Vice Leadership Team Indicators of Progress/Success Self report of teachers, faculty meetings on bullying as a check-in mechanism Self report of teachers, use of behavior reports to track interventions Incident report logs kept and referred to in bullying situations. Questionnaire administered, results analyzed Resources Needed/Anticipated Funding Source Faculty time and Common planning Time (CPT) time to adapt class meetings On-going check ins and training on intervention techniques Questionnaires delivered by central office, administration, Leadership 4

5 will be analyzed to effectively address school-wide culture and bullying issues. supervision adjusted, Bullying Prevention Coordination Committee (BPCC) Measures taken to address specific results Team BPCC time to analyze results Faculty meeting time 5

6 Goal 3, Student Achievement: Effectively address the learning needs of the school s special populations (i.e. accelerated students, underperforming students, students in special education, low income students) so all students achieve at their highest levels. Strategy 3.1: in grades 4-8 will implement differentiated math instruction. Student groups will be flexible. Strategy 3.2: Math Response-to-Intervention (RTI) support will be provided in K-5. Strategy 3.3: Sarah Ward, an expert on Executive Functioning skills, will present to Lincoln teachers. Strategy 3.4: A small group of teachers will attend the Learning Differences Conference. Strategy 3.5: will employ strategies that support executive functioning skills to support general and specific students. Strategy 3.6: The Homework Center will be restructured to better connect student s classroom demands with student output during Homework Center. Action (Strategy #) (3.1) in grades 4-8 will implement differentiated instruction math. Student groups will be flexible. (3.2) Math RTI support will be provided in K-8. (3.3) Sarah Ward, an expert on Executive Functioning skills, will present to Lincoln teachers. Baseline Data Person(s) Involved Indicators of Progress/Success Classroom teacher self-report Curriculum Leaders Math specialists Math Specialists Coordinating Instructional groups reflect periodic assessment of student abilities, usage of DI strategies Math Specialists reports, reports Scheduled for 1/14/14 faculty meeting, teacher attendance Resources Needed/Anticipated Funding Source Planning time Pre-assessment testing Scheduling assistance Scheduling-Leah McGowan, and Faculty time-2hrs. (3.4) A small group of teachers will attend the Learning Differences Conference. (3.5) will define and implement strategies that support executive functioning skills in classrooms and with specific Small group of educators working on using and teaching skills to students and Selected (8) Teacher attendance self-reports, reports, Division meeting. dedicated to teacher Grant approval and substitutes as needed 6

7 students. colleagues sharing of strategies, Creation of strategy notebook for faculty reference, K-2 teachers using zones of regulation (3.6) The Homework Center will be restructured to better connect student s classroom demands with student output during Homework Center. Current model functions on student initiative and classroom teachers have no connection to student focus Selected Plan designed to implement Time to research effective programs, plan program changes and research grants if necessary 7