LCS Action Plan

November 2013 - November 2014  

Approved by LCS Faculty, November 2013

Approved by LCS Board, February 2014

Updates in blue, February 2014

LITERACY

1.  100% of students in grades 1-6 read on or above level per ANESU Fountas and Pinnell (F&P) measure by June 2014.

Identified need based on data: In grades 1-6, some students are not reading on or above their instructional level.  

• Fall F&P data shows that 93% of students in grades 1-6 are reading on or above grade level.

• January F&P data shows that 89% of students in grades 1-6 are reading on or above grade level.

2.   Some students do not have a year’s growth to make on the F&P reading level chart.  For those who do have room to make one year’s growth, 100% of students will demonstrate such growth from September 2013 to June 2014.

• February 2014: F&P results reviewed by EST and faculty; interventions adjusted; reading level targets for March and May set.

3.  Collect data on fluency levels for each reader level C and above, November 2013 and May 2014.

Action Steps

• Grade level/cluster literacy teams meet regularly to review data, plan instruction and interventions, and measure student outcomes.   

• The EST will initiate review of all students still at LCS reading below level who did not make at least one year of growth from September 2012-June 2013.  

• Provide and track interventions for students with a fluency of 1.

MATHEMATICS

1. October 2013 NECAP: 85% of students in grades 3-7 score proficient or above the standard.

• October 2013 NECAP: 77% of students in grades 3-6 scored proficient or above the standard.  3rd grade: 48% on /above.  4th-6th grades: 90% scored on/above.

2. We will collect baseline data throughout the year on PNOA, MAP, and program assessments to determine what, if any, we want to use to formally report student growth in addition to those required by ANESU.

• October 2012 NECAP data show that 81% of students in grades 3-7 scored proficient or above on  the Mathematics portion of the NECAP assessment.

Action Steps

• Grades K-6: continue to  implement Common Core for Mathematics as foundation for math curriculum

• Grades K-6: grade level/cluster mathematics teams meet regularly to review data, plan instruction and interventions, and measure student outcomes.  

• Grades K-4: co-teach math classes

PROFESSIONAL LEARNING COMMUNITY

1. Teachers have adequate resources (time and professional development) to consistently and collaboratively review data and set, evaluate, and refine student learning outcome goals so that all students succeed.  This includes weekly short meetings, time at staff meetings, release time for teams, and in-service for the entire faculty to set, review, and revise student outcome goals.

Identified need based on data:   In a Professional Learning Community, educators have substantial time to collaborate and “set clear goals of collaboration based on qualitative and quantitative information about member teaching practices and student learning, including data collected through peer observation of classroom instruction.  The team uses student performance data to evaluate the merit of individual and collective pedagogical practices.  They work collaboratively to identify collective goals, develop strategies to achieve those goals, gather relevant data, and learn from one another.  Evaluation data and findings are shared publicly and form the basis for team dialogue and decision-making.” 

                                                        Richard DuFour, Learning by Doing

Action Steps

• Teachers engage in professional development.

• Teachers engage in off-site professional development with at least one other colleague whenever possible and plan for implementation upon return.   

• Teams collaborate regularly on average 34 hours per week to review data and plan for teaching and improving student outcomes.

• Teams use release time throughout the year.

• Whole faculty uses staff meeting and in-service time to strengthen PLC in the interest of enhancing student outcomes.

• Teachers use data regularly as the basis for decision-making around instruction in all of the above professional development scenarios.

• Through this highly collaborative work, teachers continue to develop their leadership skills.                                                                                                                 

1.  All professional staff will assess their students in at least one way in the following areas of the Learning and Innovation Skills of the ANESU Ends Policy by May 2013.  Student work, methods of assessments, and results will be shared among professional staff.  Next steps will be determined based on results.   

To become one’s personal best and a contributing member of a community, each student will develop skills that lead to using one’s mind well.

o   Students make connections, transferring knowledge to new and meaningful situations. (3c)

o   Students communicate publicly what they understand. (3e)

Identified need based on data:  The need is based on the absence of data in this area.

Action Steps

• Share  “what this looks like” as we go, in many formats.

• Whole faculty uses staff meetings and in-service time to review and reflect on data gathered per Ends being monitored.

• Faculty meetings devoted in part to this focus: 10/2; 12/11; 1/29 to date

• Board members will participate in direct inspection of Ends per October 2013 board meeting.

• Other educators will participate in observation and data collection in collaboration with LCS faculty and administration.

• Meeting of Club 178 members (Bill Jesdale, Evelyn Howard, Nancy Cornell, John Clarke), January 2014

• Club 178 members begin meetings with teachers and observations/student interviews, February 2014