1.1  Implement effective instructional methods, activities, and strategies.

A. Review research findings and the status of frameworks developed by Connecticut State Department of Education.

·     Teachers K-8

·     Reading Consultants

·     Administration

·    Ongoing

·    Classroom observations.

·    Shared model lessons.

·    Teacher reflection journals.

·    Student journals

·    Faculty participation in activities

·    Standardized test results

·    Review of testing results

·    Reading Series Assessments

·     As of Spring 2005, 80% of 3^rd Grade students will be at a proficient level in reading and writing. AYP will be determined by Grade 3 CMT baseline data.

·     Disaggregated data will identify improvement for the following groups for NCLB: individual, class, grade, school, district, with subgroups: ESL, SPED, Gender, Free and Reduced Lunch

·     Instruction should be consistent and in alignment with effective research-based instruction.

·     Teachers and staff will use varied materials and assessments to promote a balanced literacy program.

B.  Define approaches to be used in classrooms to promote literacy.

·     Teachers K-8

·     Reading Consultants

·     Administration

·    Ongoing

C.  Utilize practices such as but not limited to literature circles, whole group instruction, strategic learning, direct instruction, basal reading series, self selection of reading materials, vocabulary instruction, writing process, SSR, and guided reading.

·     Teachers K-8

·    2002-2003

·    2003-2004

D.  Extend the writing process.

·     Teachers K-8

·     Reading Consultants

·     Administration

·    Ongoing

1.1  Implement effective instructional methods, activities, and strategies.

A.   Balanced instruction between whole group, small group, and individualized instruction.

·   Teachers K-3

·      Ongoing

·      Ongoing assessments with fiction/non-fiction DRA (See Appendix A)

·      Observation/Reflection guided reading groups

·      Off level CMT-Grade 3

·      DRP – Grade 2 (April)

·      DRP – Grade 3 (Sept, April)

·      Authentic teacher assessment.

·      K Pre-screening (See Appendix A.)

·      Grade 1 - ERSI

·    As of Spring 2005, 80% of 3rd Grade students will be at a proficient level in reading and writing. AYP will be determined by Grade 3 CMT baseline data.

·    Disaggregated data will identify improvement for the following groups for NCLB: individual, class, grade, school, district, with subgroups: ESL, SPED, Gender, Free and Reduced Lunch

B.    Refine and implement reading methods and strategies including: shared reading, read alouds, retells, book responses, literature circles, and silent sustained reading. (SSR)

·   Teachers K-3

·      2002-2003

·      2003-2004

C.    Use a variety of graphic organizers. 

·   Teachers K-3

·      2002-2003

·      2003-2004

D.    Extend the writing process.

·   Teachers K-3

·      2002-2003

·      2003-2004

E.    Ongoing assessments.

·   Teachers K-3

·      2002-2003

·      2003-2004

F.    Use Language curriculum and the Harcourt Brace reading program.

·   Teachers K-3

·      2002-2003

·      2003-2004

·      Harcourt Brace assessments.

G.    Phonemic awareness instruction.

·    Teachers K-3

·      2002-2003

·      2003-2004

·   Analyzing weekly/daily spelling

1.1  Implement effective methods, activities, and strategies.

A. .Review research findings from a variety of sources.

·     Administration, Reading Consultants, Teachers

·    Ongoing

·   Classroom observation.

·    Shared model lessons.

·   Reflection journals.

·    Teachers will utilize a variety of methods to implement the core curriculum.

·    Students will show improvement in CMT and DRP scores of students at or above state goal at the rate of 5% increase each year.

·    Disaggregated data will identify improvement on these scores for the following:  individual, class, grade, school, district with subgroups:

·     ESL

·     SPED

·     Gender

·     Free and Reduced lunch

AYP – Grade 4

   1.08 writing

   1.08 reading

B.  Define approaches to be used in classrooms to promote literacy

·     Administration, Reading Consultants, Teachers

·    Ongoing

·    Classroom observation.

·    Shared model lessons.

·    Reflection journals

C.  Utilize practices such as but not limited to literature circles, whole group instruction, strategic learning, direct instruction, basal reading series, self selection of reading materials, vocabulary instruction, writing process, SSR, guided reading.

·     Reading Consultants, Teachers

·    Ongoing

·    Classroom observation.

·    Shared model lessons.

·    Reflection journals

D.  Promote site based learning and discussion through a variety of activities.

·     Administration, Reading Consultants

·    2002-2003

·    Faculty participation in activities.

·    Faculty book club, Coop meetings, mini presentations

·    After school CEU programs

E.  Research and institute school based assessment plan, which is in line with district assessment.

·     Administration, Reading Consultants

·    July 2003

·    Tests reviewed and assessments chosen in collaboration with the Assistant Superintendent.

·    Teachers and staff will use varied materials and assessments to promote a balanced literacy program.

·    Data-driven decision making

Objectives

Activities

Responsible Person(s)

Timeline

Evaluation

Anticipated Outcomes

1.1  Implement effective methods, strategies and activities for teaching reading.

A.  Convene a literacy cadre to identify focus areas to be used in classrooms.

B.   Review research findings and the status of revamped frame-works of Connecticut State Department of Education.

C.   Utilize practices including, but not limited to, literature circles, group novels, strategic teaching, direct instruction, use of reading series, self-selection of reading materials, vocabulary instruction and writing as a response to reading.

·     Administration

·     Reading Consultant

·     Teachers

·     Designate by Nov.1

·     Implement through-out year

·    Presentation to staff of focus areas.

·    Teachers’ lesson plans

·    Classroom observation

·    Shared model lessons

·    Students’ reading journals

·    Periodic assessments to determine progress.

·    Instruction should be consistent and in alignment with effective research based instruction.

·    Students will show improvement in CMT* scores.  80% of students at goal and continue to make adequate yearly progress.

·    Disaggregated data will identify improvement on these scores for the following:  individual, grade, school, and district including SPED*, ESL*, gender, free and reduced lunch.

Gr.8   Reading AYP =    1.58%

          Writing AYP    =    .75%

Gr.6 Reading AYP     =  1.25%

          Writing AYP    =    .25%

2.1  Evaluate and refine the process for assessing students at risk.

A. Analyze individual CMT* scores, off-level test scores.

·     Administration

·     Guidance Dept.

·     Reading Consultant

·     Teacher

·     Ongoing

·   Analysis of scores

·   Individual intervention plans

·    Students will show improvement in scores from fall test by 5%.

·    Disaggregated data will identify improvement on these scores for:

Individual, Class, Grade School, District Subgroups:

·     ESL

·     SPED

·     Gender

·     Free and Reduced Lunch

·    Cusp students will be identified for summer school program.

·    At-risk students will be identified for academic assistance.

B.  Use results of DRP/CMT reading strands to teach mini lessons.

·     Reading consultant

·     Teacher

·     Ongoing

·    Focus lessons, in-service programs, classroom observation, assessment data, and district-wide coordination of writing assessments.

·    Students will show improvement on DRP/CMT reading by 5% yearly.

2.1     Evaluate and refine the process for assessing students at risk.

C.  Administer formal and informal assessments.

·     Administration

·     Reading Consultant

·     Teachers

·     Ongoing

·    Analysis of scores

·    Individual intervention plans

·    Teachers will provide differentiated learning, scaffolded lessons for student success.

D.  Identify at-risk students

·     Administration

·     Guidance Department

·     Reading Consultants

·     Teachers

·     Ongoing

E.  Provide intervention programs

·     Ongoing

·    Pre-, post-test scores of formal and informal assessments.

F.  Chart student progress

·     Reading Consultants

·     SPED Staff

·     Teachers

·     Ongoing

G.  Reading Consultant confers w/ classroom teachers.

·     Reading Consultants

·     Teachers

·     Ongoing

·    Consultation with teachers on common goals and shared observations.

H.  Provide reading support through co-teaching model.

·     Administration

·     Reading Consultants

·     Teachers

·     SPED* Staff

·     Ongoing

·    CMT* scores, diagnostic tests, and records of performance