Action Plan 2008-2009: Literacy
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What will the outcome be? |
How will we measure this? |
What activities will lead us to this outcome? |
Who will be responsible? |
What resources do they need? |
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Select and publish power standards in literacy Vertical alignment of all literacy areas |
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*Continue to map literacy curriculum and review Grade Level Binders (fill gaps & build bridges) *Vertical mapping of literacy curriculum *Continue to discuss and review components of the NON-NEGOTIABLES for literacy *Select literacy power standards and place in grade level binders *Continue to review benchmark for an effective, balanced and systematic literacy program *Continue to self-assess using rubric |
*Literacy Interventionists *Literacy Content Specialist *Classroom Teachers *Literacy Task Force *Administrators |
Time Grade Level Meetings Full staff or building meetings Benchmark for an effective, balanced and systematic literacy program Copies for publishing literacy power standards |
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All teachers will use assessment to drive instruction |
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*Use of AIMSweb tools *Ongoing staff development in correct administration of local/state assessments *Continuation of student assessment binder to help monitor and communicate *Common constructed response assessments grade 2-6 *Use systematic interventions as part of Tier I instruction as needed *Train and support those giving the assessment and interventions for fidelity *Calibration *Frequent review of student progress *Entering of data in a timely manner |
*Literacy Content Specialist *Administrators *Tier Two Team *Classroom Teachers *Coaches and Consultants *Data entry clerk |
Assessments Interventions Training Time for Literacy at Grade Level Meetings Literacy Task Force retreats Funds to hire a data entry clerk Systematic intervention programs for all areas of literacy Student progress monitoring review meetings Subscription to web based data management system
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What will the outcome be? |
How will we measure this? |
What activities will lead us to this outcome? |
Who will be responsible? |
What resources do they need? |
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All teachers will understand and begin to implement a balanced writing program (Genre, process and on-demand writing) -Constructed Response -Prompts - district -Aligning the genres with the GLEs Improved vocabulary instruction K-6, including the development of a framework for vocabulary instruction
Increase in student oral, written and reading vocabularies
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*On-going review of student writing (genre, process, prompt) at grade level meetings *Benchmark for a balanced writing program *Support from Literacy Content Specialist for program implementation *Focus on constructed responses and writing prompts *Teach Tier II and Tier III words through content based themes and read aloud *Vocabulary words will be emphasized through a variety of research based activities developed by the Literacy Task Force *Ongoing staff development *Create a framework of best practices in vocabulary instruction |
*Classroom Teachers *Interventionists *Administrators *Literacy Content Specialist *Classroom Teachers *Interventionists *Administrators *Literacy Content Specialist |
Grade Level Meetings Benchmark of a balanced writing program Collection of prompts Resources for teaching the qualities of writing Inservice time Write Tools Binders Materials and copies for creating and producing vocabulary framework Full staff and building meeting time Inservice time Vocabulary resources |
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What will the outcome be? |
How will we measure this? |
What activities will lead us to this outcome? |
Who will be responsible? |
What resources do they need? |
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*Grammar will be systematically taught K-6 using the grammar scope and sequence |
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*Map the grammar, usage and mechanics curriculum *Provide reminders about instruction of this topic |
*Classroom Teachers |
English Grammar Resources |
