NAME: Amy Dixon

EDL SIP PLAN OF ACTION REPORT

Current building/district goal project aligned to: Campbell Elementary
SIP Problem Statement:
At Campbell Elementary School, students in grades 1st-5th have been identified who are
not scoring in the proficient range on assessments of reading comprehension and oral
fluency. These two areas are evident as shown on the NeSA-R (grades 3-5) DIBELS
assessments, DRAs, and Weekly Assessments in reading.

CADRE: 29

Date: 2/28/15

Project (Learning) Goal: The goal of the SIP is to improve the overall reading
comprehension skills of targeted second grade students in ELL through the
comprehensive reading intervention Lexia Core5.

Target Population: (from Chapter 2) Second grade students participating in ELL who
are performing below grade level standards in reading comprehension and fluency
based on quarterly DRA assessements.
Data Points

Best Practice Strategies/Interventions Implemented

LexiaCore5

1. Quarterly DRA scores

2. Weekly Reading Formative Assessments
3. DIBELS scores (weekly for 8 weeks)
4. Lexia program progress reports

Actual EDL SIP Project (Intervention) Period:

January 5, 2015 - February 27, 2015
Actual EDL SIP Measurement Period:
January 5, 2015 February 27, 2015

Research (Best Practice) supporting intervention

& citation:
LexiaCore5
www.lexiacore5.com (through the strategy of
Interactive Video Methods used as a supplemental
program to core instruction)
Small group instruction ELL class and
appropriate level guided reading instruction
Repeated readings fluency development

Local Measures Used (report the process in Chapter 4 and the results in Chapter 5) How was the intervention measured? Avoid NRT. What classroom-based & other
measures that can be used frequently were used? What did you collect to identify and describe the impact of the implementation on: Learner, Teachers, Curriculum, Classroom?
Consider quantitative and qualitative data; summative and formative sources. Include a minimum of 3 data sources for triangulation. [Modify table to reflect reality.]
Strategy/Sub-Steps/Strategy
Local Measurement/Data Source &
Local Measurement Data Source &
Local Measurement Data Source &
description
description
description
Small group instruction ELL classroom
guided reading groups

Daily guided reading lessons (2xday = 1

in the ELL classroom and 1 with general
education teacher)
Quarterly DRA assessemtns

Weekly fluency practice and check

Wonders and www.readinga-z.com

Unit Assessments from Wonders

grammar, phonics, vocabulary,
comprehension

LexiaCore5 online program

20 min/day or 30 min/3x/week

On-going assessment within LexiaCore5

program

Weekly Assessments from Wonders

grammar, phonics, vocabulary,
comprehension

Daily fluency practice (timed and

Repeated readings in daily guided reading

Lexia progress monitoring data

untimed)

groups

gathered and charted within the

program for teachers to use to guide
individual instruction.

Were multiple measurements that describe the impact used? _yes___ Did you provide for a minimum of three different data sources? Did you have any samples that you created
to be included as appendices - surveys, pre/post tests, observation protocols, etc.? Yes
Specific Activities used to Implement the
Strategy/Interventions & Measure
(Detailed description of steps & activities to take to
implement and measure. Be detailed enough that others
could clearly follow and understand the implementation
of the project.)

Person (s)
Accountable

Time-line
Began
(Be
specific!)

1.

Attend LexiaCore5 training on the purpose

of the program and how to use it effectively
in our school

Amy Dixon
Charissa Widman

9/9/14
12/16/14
1/14/15

2.

Provide training for classroom teachers and

my SIP team on how to use LexiaCore5

Amy Dixon
Charissa Widman
Jessica Robbins
Christi ten Bensel
Marci Imel-Thies
Julie Lawler
1st grade teachers
2nd grade teachers
3rd grade teachers
4th grade teachers

9/19/14
9/30/14

3.

Create a step-by-step user guide for

teachers and substitutes

Amy Dixon
Charissa Widman

9/18/14

4.

Identify students and create user accounts

Amy Dixon
Charissa Widman

9/19/14

5.

Contact parents and have permission slips

signed

Amy Dixon

9/30/14

6.

Create specific user routines for daily use

with computers and computer lab

Amy Dixon

9/30/14
10/6/14

7.

Begin using the program

Amy Dixon
Jessica Robbins
Charissa Widman
Lisa Bohaty
Shawn Podraza

10/6/14

Time-line
Ended
(Be
specific!)

End of
project
focus will be
Feb.27,
2015.

Resources

Staff Development Utilized

Training needs for best practice,
measurement procedures; other

Training guide

Share of information for staff at

staff meeting

LexiaCore5 online tutorials,

www.lexiacore5.com

Online access accounts for

classroom teachers

Other classroom
teachers
8.

Monitor student progress weekly

Amy Dixon
Jessica Robbins
Various teachers

Every
Thursday
beginning
1/8/15

9.

Assess students using DIBELS (weekly)

Amy Dixon
Melissa Ash
Sherri MacFee
Anne Hatch

1/9/15
1/16/15
1/23/15
1/30/15
2/6/15
2/13/15
2/20/15
2/27/15

10. Assess students using fluency checks

(weekly)

Amy Dixon

11. Assess students using Wonders weekly and

unit assessments

12. Assess students using DRA kits (quarterly)

2/26/15

Individual student progress

monitoring booklets

Classroom teachers will receive

training from School
Psychologist on how to
accurately give and use the
DIBELS assessment

1/9/15
1/16/15
1/23/15
1/30/15
2/6/15
2/13/15
2/20/15
2/27/15

On-level fluency passages

from www.readinga-z.com

Instructions provided on the

website how to accurately record
a running record

Amy Dixon
Charissa Widman
Tracy Sheppard
Melissa Ash
Jessica Anders
Brigitte Spiecher

1/9/15
1/16/15
1/23/15
1/30/15
2/6/15
2/13/15
2/20/15
2/27/15

Online access to assessment

materials
http://connected.mcgrawhill.com/connected/login.doc

Charissa Widman
Tracy Sheppard
Melissa Ash
Jessica Anders
Brigitte Spiecher

2/23/15

2/27/15
DRA kits

Training provided by literacy

teacher leader if needed

Ethical Considerations: Explain

How you provided for confidentiality and how will safeguarded
participants?

Students were referred to and identified by numbers. I am the only person with the knowledge of which student
was represented by what number. Student names were removed from all documents.

How you shared results? With what audience? (school site,

Cadre)

Results were gathered by team member therefore, they were aware of individual student progress. I have
gathered all student data and shared the group data with the SIP team. Data will be shared with school
members and administrators in hopes it will be used for intervention planning for next year. Data will be
shared with Cadre 29.

Describe how your project complied with current SIP initiatives

and how the project was consistent to school policy/guidelines.

The current initiative this project aligns with is the schools goal to improve reading comprehension and
vocabulary of all students. This project is consistent with school policy-guidelines because the interventions
were research-based and the project supports overall building school improvement goal for reading
comprehension and vocabulary.

Place any district forms that were needed to complete your

project in the appendices.

One of the second grade ELL students participated in the after school Lexia intervention group therefore, a
parent permission slip needed to be signed.

If you completed the EDL IRB Exemption Form, insert it in the

appendices.

Does not apply.