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2020 Focus: Action Plan of Lakewood Elementary School

2020 Focus: Action Plan of Lakewood Elementary School. Board of Education Meeting Thursday, April 17, 2008. What are the Greatest Areas of Need (GANs) for Lakewood Elementary School?.

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2020 Focus: Action Plan of Lakewood Elementary School

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  1. 2020 Focus: Action Plan of Lakewood Elementary School Board of Education Meeting Thursday, April 17, 2008

  2. What are the Greatest Areas of Need (GANs) for Lakewood Elementary School? To increase the percent of students performing at or above Level 3 on the Grade 3 ELA assessment from 84% in 2006-2007 to: 85% in 2007-2008, 86% in 2008-2009, and 87% in 2009-2010.

  3. Greatest Areas of Need (Continued): • To increase the percent of students performing at or above Level 3 on the Grade 4 ELA assessment from 79% in 2006-2007 to: • 80% in 2007-2008, • 81% in 2008-2009, and • 82% in 2009-2010.

  4. Greatest Areas of Need (Continued): • To decrease the percent of bullied students in grade 3, from 28% in 2006-2007 to: • 27% in 2007-2008, • 26% in 2008-2009, and • 25% in 2009-2010.

  5. How are these areas aligned with our District priorities? • ELA • Learning and Thinking Skills • Information and Communication Technology Skills • Olweus • Life Skills • Learning Environment

  6. What are the actions that we are taking? ELA • Facilitate grade level, collaborative, faculty, and team meetings to analyze student work and item analysis of performance on ELA • Develop an instructional plan to meet the needs of identified students as well as specific areas of need

  7. Actions (Continued): • Provide professional development opportunities for target areas identified during staff meetings and item analysis of ELA • Monitor student progress through baseline assessments, running records, and ongoing student observations

  8. Actions (Continued): • Facilitate study groups on the Danielson APPR (Annual Professional Performance Review) model focusing on evidence as aligned to instructional practices • Provide after-school ELA program based on student need and analysis of student performance

  9. Actions (Continued): • Administer sample test for ELA to determine areas of instructional need and continued focus • Review assessment results for continued discussion on student performance • Share test results with the primary team to provide for a seamless transition among the grades

  10. Who is doing this work? • Classroom Teachers • Reading Teachers • ESL Teachers • Special Education Teachers • Coordinator of Language Arts • Learning Facilitator • Principal • Director of Program Evaluation

  11. What are our next steps? • Continued review of student performance on school and state assessments • Utilization of grade level, collaborative, faculty, and team meetings to analyze data and implement instructional strategies that address the state standards and individual student needs

  12. Next Steps (Continued): • Review longitudinal data to identify areas of continued need/weakness as well as strengths • Attend professional development opportunities that are congruent with identified goals

  13. Next Steps (Continued): • Continuation of study groups’ work involving the APPR process to promote student learning • Continuation of articulation among the grades (primary and intermediate) to provide for seamless curriculum and related instruction

  14. What are the actions that we are taking? Olweus • Training of team representatives • Each grade level, special areas, special education, nurse, teaching assistant, parent and principal • Develop awareness • Initial faculty meeting • PTA meeting

  15. Actions (Continued): • Monthly meetings of Olweus team • Review of survey • Provide program for positive actions (Tickets to Lead) • Turnkey training sessions for staff • Parent information session • Program rules • Implementation • Communication

  16. Actions (Continued): • Kick off for program implementation • Consistent rules for each classroom • Arrange school-wide assembly • Involve students in poster contest

  17. Who is doing the work? • District trainers • Committee chairpersons • Turn-key trainers • Principal

  18. What are our next steps? • Continued use of interventions • Review of the implementation of the Olweus program at faculty, grade, and team meetings • Survey of students’ reporting of bullying incidents (increase or decrease) as a result of the program

  19. Laurel Plains Elementary Action Plan

  20. What are the Greatest Areas of Need (GANs) for Laurel Plains Elementary School? • To increase the percent of students performing at or above Level 3 on the Grade 3 ELA assessment from 94% in 2006-2007 to: • 95% in 2007-2008; • 96% in 2008-2009; and • 97% in 2009-2010.

  21. Greatest Areas of Need (Continued): • To increase the percent of students performing at or above Level 3 on the Grade 4 ELA assessment from 91% in 2006-2007 to: • 92% in 2007-2008; • 93% in 2008-2009; and • 94% in 2009-2010.

  22. Greatest Areas of Need (Continued): • To increase the percent of students performing at or above Level 3 on the Grade 5 ELA assessment from 87% in 2006-2007 to: • 88% in 2007-2008; • 89% in 2008-2009; and • 90% in 2009-2010.

  23. How are these areas aligned with our District priorities? • Learning and Thinking Skills • Independent, critical thinkers and problem solvers, who are intellectually curious and creative • Information and Communication Skills • Communicators who can effectively read, write, listen and speak

  24. Actions (Continued): • Reviewed ELA 2007 item analysis to determine areas of strength and areas of improvement for students in grades 3-5 • Established ELA assessments to be administered to 3-5 students to determine progress from 9/2007 to 6/2008 • Developed and implemented a grade level Protocol 3-5 to record individual student progress from 9/2007 to 6/2008 • Held grade level/team meetings to discuss K-2 assessments

  25. Actions (Continued): • Developed a K-2 Protocol to record student progress • Established a timeline to review data and hold cross grade level meetings to discuss student progress K-5 • Scheduled Primary Writing Staff Development in April 2008 • Established a schedule to review 2008 ELA and GRADE assessment data

  26. Who is doing this work? • Principal • Regular and special education teachers K-5 • Reading Specialist • Psychologist • ESL Teacher • Librarian • Technology TA • School Action Team

  27. What are our next steps? • Review 2008 ELA and GRADE assessment data • Enter ELA 2008 and GRADE assessment data on Student Protocol grades K-5 • Conduct cross-grade level meetings K-5 to discuss student strengths and areas of improvement as part of the Class Placement Process

  28. What are our next steps? • Determine ELA groups K-5 for 2008-2009 • Develop K-2 writing goals • Determine ELA professional development priorities for 2008-2009

  29. What questions do you have?

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