Action Plans and Benchmarks

Current Revision – December 2011 *

* Changes noted in bold italic print

School name:	Normandin Middle School		District:	New Bedford
Content area(s):	English Language Arts		Student group(s):	All
Goal:	Increase Proficiency Index in English Language Arts for all students to: 83.3 (2011) to 89.0 (2012) to 94.1 (2013)
Student learning objective (if applicable):		Students will utilize elements of writing tools to guide written expressive language
Improvement objective:
Students will receive instruction from ELA / Literacy teachers that clearly articulates the components of effective writing (ie, voice, sentence fluency, conventions, word choice, organization, ideas)

STRATEGY:	Incorporate elements of research based teaching / learning strategies in ELA / Literacy classes, other content areas as appropriate
Start Date / Deadline	Activity	Frequency	Person responsible	Resources needed	Progress
5.2011	Create grade level student writing folders for implementation in September 2011	1X	Grade level teachers Outside Consultant Academic Coach	Meeting Time Resource Materials Printing Costs	Folders designed May 2011 Implementation Date: Sept 2011
9.2011	Review new Common Core Standards	2X	ELA Director School Administration	Resource Materials Meeting Time	Cont. Sept. 2011
9.2011 9.2010	Review of Word Generation vocabulary program protocol for all content teachers / Unified Arts Block teachers (6-8) Year 2: 2010 – 2011 Year 3: 2011 - 2012	2X yearly	School Administration and / or outside consultant	John Collins resource materials	Cont. Sept. 2011
9.2011 9.2010	Review of John Collins writing protocol for all content teachers (6-8)	2X yearly	School Administration and / or outside consultant	John Collins resource materials	Cont. Sept. 2011 Initiated fall 2008 Teachers provided with 4 PD sessions 4 teachers trained by John Collins in two day workshop Discussed / reviewed @ ELA Content Sept. 2011
9.2011 9.2010	Initial training on use of John Collins writing protocol for all new staff members (6-8), all content areas	2 X yearly	School Administration	John Collins resource materials	Cont. Sept. 2011 Discussed / reviewed @ mentor meeting Sept. 2011 Second review January 2011
9.2011 9.2010	Review of core elements pertaining to 6+1 traits of writing program to supplant John Collins writing initiative (6 - 8)	2X yearly	School Administration and / or district consultant	Content meetings Web-based resources Supplemental resources (books, materials) for review / strategies	Cont. Sept. 2011 Review of core terms for common vocabulary – Continue September 2011 classroom reference posters being provided for new ELA / Literacy staff in Sept. 2011
9.2011 9.2010	Use of Study Island software program to support ELA / Literacy skills	Weekly	Classroom teacher	Study Island software program	Cont. Sept. 2011 Software / student data base updated on school based server Additional PD to be provided by Dec. 2011
9.2011 9.2010	New teacher training on the use of Study Island – software program to support ELA / Literacy skills	Sept. – Oct. 2009	NMS instructional technology teacher, School Administrations	Content meeting time	Cont. Sept. 2011 To be reviewed @ new teacher meeting 11. 2011 Helpful user guide to be provided
9.2011 9.2010	Each content area to identify and administer open response questions	weekly	Classroom teachers	Content meeting time	Cont. 9.2011
10.2011 10.2010	Looking at student work – open response questions Keys to Literacy ‘top down webbing’ & 2 column notes	monthly	School Administration Outside consultant	Writing samples	Cont. Sept. 2011 Unified Arts teachers 11.2011
9.2011 9.2010	Develop student writing ability using 6+1 writing elements into teaching of different writing styles (grade 6)	monthly	Classroom teacher	6+1 writing program resources	Cont. Sept. 2011 Posters provided to all new ELA teachers 10.2011 Reviewed at content 10.2011
9.2011 9.2010	Teacher review of district benchmark results to identify performance strengths / weakness necessary to focus classroom instruction	3X yearly	Classroom teacher School Administration	Writing samples	District Benchmark administer (grades 6-8) September 2011

Implementation Benchmarks

STRATEGY:	Incorporate elements of research based writing protocols / strategies in ELA / Literacy classes
Method of collecting evidence		Criteria for quality implementation	Frequency	Person responsible	Start date
Walk Throughs, Lesson Plans, Content Meetings, Assessments and results		Review of MCAS and school assessment results Review of classroom writing assessments	Monthly	Classroom teacher	Cont. Sept. 2011

Outcome Benchmarks

OUTCOME:	Improved student writing results will be reflected in school assessments and MCAS open response questions
Method of collecting data		Person responsible	Frequency
MCAS open response / long composition scores Writing assessments		Classroom teacher, Administrative Leadership Team	1X yearly 3X yearly
		Desired level of improvement	Progress
		See MCAS identified proficiency index goal stated above	In progress

STRATEGY:	Identify Striving readers using Developmental Reading Assessment – 2^nd Edition assessment
Start Date / Deadline	Activity	Frequency	Person responsible	Resources needed	Progress
9.2011 9.2010	Administration of Developmental Reading Assessment – 2nd edition (DRA 2) for all initial referrals to further identify specific reading skills to be addressed	Sept – June	ELA / Literacy support teacher	Developmental Reading Assessment 2^nd Edition	Cont. Sept. 2011 DRA 2^nd edition purchased Currently ongoing as necessary
9.2011 9.2010	Identified students to be monitored for progress (grades 6-8)	Quarterly	Reading Plus teacher, ELA / Literacy support teacher, classroom teacher input	DRA-2 administration as appropriate GRADE results (grade 6)	Cont. Sept. 2011 1^st quarter review of student progress in process
6.2011 6.2010	Committee of ELA / Literacy teachers (6-8) to review / identify learning standards to be addressed in ELA extended school year summer classes	1X yearly	School Administration, classroom teachers, outside consultant	District English Language Arts benchmark	To be completed in June 2011 Standards identified and benchmark test created by committee of teachers

Implementation Benchmarks

STRATEGY:	Identify striving readers using GRADE assessment (grade 6), DRA – 2 assessments
Method of collecting evidence		Criteria for quality implementation	Frequency	Person responsible	Start date
Data from DRA – 2 assessments Data from GRADE reading test		Testing data analyzed and used to identify and support striving readers	2X yearly As appropriate 1X yearly	Classroom teacher ELA / Literacy teacher, Reading Plus teacher District support personnel	Cont. 9.2011 On-going

Outcome Benchmarks

OUTCOME:	Support for identified striving readers will be reflected in school assessments and MCAS open response results
Method of collecting data		Person responsible	Frequency
Data from DRA – 2 assessment results		Classroom teachers ELA / Literacy support teacher, Reading Plus teacher	2X yearly per DRA assessment protocol
		Desired level of improvement	Progress
		See MCAS identified AYP proficiency index goals stated above	In progress

STRATEGY:	Identified striving readers (6-8)will be afforded small group instruction and classroom support from Reading Plus teachers that focuses on individual student needs (phonics, fluency, vocabulary and comprehension) during the regular school day
Start Date / Deadline	Activity	Frequency	Person responsible	Resources needed	Progress
9.2011 9.2010	Identified striving readers (incoming grade 6) to be identified and scheduled for small group English Language Arts / Literacy / classes	1X yearly	Grade six assistant principal	GRADE results	Cont. Sept. 2011
9.2011 9.2010	Identified striving students to use Study Island for ELA / Literacy skill support	weekly	Reading Plus teacher	Study Island software program	Cont. Sept. 2011
9.2011 9.2010	Reading Plus teacher to review pertinent test results (GRADE, 2011 MCAS results, DRA – 2 results) , as well as consultation with classroom teacher to identify student learning focus	quarterly	Reading Plus teacher	MCAS results GRADE results Inventory , and DRA – 2 results	Cont. Sept. 2011 On-going quarterly
9.2011 9.2010	Professional development for all teachers new to our school not trained in research based reading strategies conducive to differentiated instruction	2X yearly	School Administration Outside Consultant	Research based reading strategies	Review at new teacher meeting 10.2011
9.2011 9.2010	Differentiate instruction in order that striving readers can successfully access the curriculum	Daily	ELA / Literacy support teacher Classroom teachers	Research based differentiated instruction strategies	Cont. Sept. 2011
9.2011 9.2010	Grade six identified striving readers to receive small group ELA / Literacy classes	5 days per week – 10 periods per week	ELA / Literacy support teacher	ELA / Literacy support teacher	Cont. Sept. 2011
9.2011 9.2010	Teachers to implement research based strategies to enhance instruction that supports striving readers	Daily	classroom teachers ELA / Literacy support teacher	Research based reading strategies	In process / On-going
9.2011 9.2010	Identified grade 7-8 striving readers to receive small group literacy / reading support during unified arts rotation	1X per weekly cycle	Reading Plus teacher	Reading Plus teacher	Classes established In process September 2011
9.2011 9.2010	Identified striving readers (7/8) to be identified and scheduled during Unified Arts rotation	1X yearly	Reading Plus teacher Classroom teachers	ELA benchmark	Classes established In process September 2011

Implementation Benchmarks

STRATEGY:	Identified striving readers will be afforded small group instruction and classroom support from ELA / Literacy support teacher, or Reading Support teacher that focuses on individual student needs (phonics, fluency, vocabulary and comprehension) during the regular school day
Method of collecting evidence		Criteria for quality implementation	Frequency	Person responsible	Start date
Walk Throughs, Lesson Plans, Assessments and results		Review of formative / summative classroom assessments Review of DRA – 2 results	3X yearly	Reading Plus teacher	Cont. Sept. 2011

Outcome Benchmarks

OUTCOME:	Student improvement in reading fluency and comprehension will improve school assessment and MCAS results
Method of collecting data		Person responsible	Frequency
MCAS results School assessments Content meetings / review of student work		Classroom teachers	1X yearly 3X yearly Quarterly
		Desired level of improvement	Progress
		See MCAS identified AYP proficiency goals stated above	In progress

STRATEGY:	All students receive support in the effective use of reading skills / strategies important to reading comprehension and fluency through the collaborative development of grade level literature units of study (6-8)
Start Date / Deadline	Activity	Frequency	Person responsible	Resources needed	Progress
6.2011 6.2010	ELA / Literacy teachers will identify 10 common pieces of literature by grade, to be read by all students	1X yearly	Grade level teachers School administration	Access / purchase of identified reading selections	Cont. Sept. 2011 Reading selections identified by grade
9.2011 9.2010	Selected literature to be taught by non ELA content teachers during school year. Additional content areas include Unified Arts classes and Social Studies classes across grade levels	2x yearly	Grade level teachers School administration		Cont. Sept. 2011 In process – On going
9.2011 9.2010	ELA / Literacy teachers to develop common units of study around selected pieces of literature	6X yearly	Grade level teachers School administration	Planning time	On going Book purchase Summer 2011 Additional books as needed
9.2011 9.2010	Teachers to collaborate on implementation strategies and student learning at grade level content meetings (teachers supporting each other through sharing of strategies and resources that drive student learning)	2X per month	Grade level teachers	Planning time	Cont. 9.2011

Implementation Benchmarks

STRATEGY:	All students receive support in the effective use of reading skills / strategies important to reading comprehension and fluency through the collaborative development of grade level literature units of study (6-8)
Method of collecting evidence		Criteria for quality implementation	Frequency	Person responsible	Start date
Walk Throughs, Lesson Plans, content meeting discussions		Review of formative / summative classroom assessments Improved quality of student open response writing	Monthly	ELA / Literacy teachers, Reading Plus teacher School administration	First literature unit in process – (6-8)

OUTCOME:	Student improvement in reading fluency and comprehension will improve school assessment and MCAS results
Method of collecting data		Person responsible	Frequency
MCAS results School assessments Content meetings / review of student work		Classroom teachers	1X yearly 3X yearly Monthly
		Desired level of improvement	Progress
		See MCAS identified AYP proficiency goals stated above	In progress