Reading Action Plan
2011-2012
Target: Increase the percentage of students scoring proficient or higher by 3% on
the NECAP.
Increase the percentage of students scoring at or above grade level on local
assessments.
Changes in student learning
behavior: What will
students do to reach the
identified results? What
new things will they do to
learn? What things will
students do more
frequently?
Students will:
Regularly follow
classroom routines
including those for
choosing independent
reading material,
reading independently
and in groups, and for
writing in response to
reading
Frequently and
independently choose
and read appropriate
leveled texts related to
personal interests from
a variety of genres
Increase and develop
vocabulary to improve
reading comprehension
and fluency
Apply reading skills in all
Changing Instructional
Practices: What will teachers do
to ensure students develop the
learning behaviors identified in
the first column? Be sure that
the instructional practices
address every student learning
behavior.
Teachers will:
Establish routines for
choosing reading material
for independent reading,
reading independently and
in groups, and writing in
response to reading
Provide daily opportunities and
supportive environments for
independent reading related to
personal interests
Following the I Do, We Do, You
Do Model, establish a set
routine (minimum 60 minutes)
to provide adequate time for
reading instruction and
independent reading at
differentiated levels to meet the
needs of all students. (Including
mini-lesson, guided practice,
guided reading and sharing)
Provide direct instruction and
model reading strategies and
critical thinking skills for all
genres and scaffolding
West Glocester Elementary School
Result Statement: Students will be competent in reading a wide variety of
fiction and nonfiction in order to discuss, summarize and write about their reading.
Monitoring Progress with Timelines and Professional Collaboration and School and District Evaluating Results &
Adjustments: How will we measure progress Development: Support: When will we Support and Resources: Reporting to families and
towards the changes in learning behavior and What professional use the information we Beyond Professional the Community: How will
teaching that we want? How often will this development will get from Professional development, what the school evaluate the
occur? How will we keep the principal, the school and Development sessions support and resources changes created by this
parents, and SIT informed and involved? central office and monitoring to will the school and plan?
provide to support improve learning and district provide in order How will the school
the changes in teaching? to achieve the results of communicate the results
instructional this action plan? of this plan?
practice that we
plan to bring about?
What teachers will do to measure changes Teachers will When and how will The school will supply Who will be responsible
in student learning behavior: engage in the teachers collaborate the following support for evaluating data and
following and how will they and resources: the effectiveness of
Review NECAP/RIAA results annually professional report their work? implementation of this
development: Provide support to plan?
Administer local assessments 3 times per Faculty meetings teachers through
year demonstration and Classroom Teachers will
Professional Common Planning modeling of lessons, evaluate and report MAP
Review student work (on-going) Development will Meeting times conferencing and and CORE scores
be given through… planning with the
Teacher observations (on-going) -workshops Exploratory Meetings assistance of the SIT will analyze, interpret,
-study groups Instructional Coach and report NECAP/RIAA
Review and revise PLPs -in-class modeling Instructional Coach results (ongoing)
-observations with (professional
Review/ create Evidence of Achievement debriefing development/focused
Folders study groups)
Professional
Parental contact (on-going) Development in Meetings for
Reading Strategies instructional coach
Informal observational assessments of and/or reading
student reading (on-going) Professional specialists
Development in
using “Common Collaboration with all
Administration of DRAs and IRIs as needed Language” specialized teachers
(e.g. Art, Music,
Library, Technology, PE
Annual IEP reviews as well as
progress monitoring as appropriate
Reviews for those students involved
content areas including opportunities for students to be in the RTI process
discussion and use of exposed to grade level material
strategies to analyze and differentiated material.
and interpret literary What Teacher What Teacher Teacher Leaders When and how will The central office will Who will report to :
Develop and consistently use Leaders will do to Leaders will do to and program teacher leaders supply the following The central office?
and informational text, common instructional language measure changes in measure changes in supervisors will collaborate and how support and resources:
citing evidence from
student learning instructional practice engage in the will they report their Teachers will input CORE
text to support claims Reinforce vocabulary behavior: following work? Instructional Coach to data allowing for Central
and assertions, and throughout the day Communicate professional facilitate the PD, Office access
Analyze data
improving reading monitoring results to development: Teacher Leaders materials & supports for
comprehension, fluency Provide tasks that require and look for
SIT and principal study groups NWEA (Northwest
critical thinking skills patterns and will collaborate
and vocabulary PD will be Educational Association)
trends in Comparing Local during PD time,
Ask questions that require offered to all and other faculty
Increase sustained higher level thinking skills such
NECAP/RIAA Assessment data teacher leaders
reading time as from Bloom’s Taxonomy data, CORE, and meeting times.
in the building. They will report
MAP, PLPs. NECAP/RIAA
Administer MAP and CORE 3
from year to their work to the
times per year. SIT (ongoing).
year, looking for
growth.

Looking at
student work
using a protocol

What What Administrators School and District When and how will Parents and the The school?
Administrators will will do to measure Administrators will Administrators community will supply
do to measure changes in engage in the collaborate with the following support The Principal will forward
changes in student instructional following teacher leaders and and resources: NECAP/RIAA scores to
learning behavior: practice: professional how will they report teachers and SIT for
development: their work? Parents and analysis.
Analyze data Administrators will community
Develop a calendar CLO The classroom teachers
and look for collaborate during members will be
for school-wide will post and update CORE
patterns and events related to PD time, and other invited to attend data in the school–wide
trends in student learning (i.e.: faculty meeting School Report data room.
NECAP/RIAA looking at student times. They will Night, Family
work/ The families?
data, Local report their work evening events, The principal will report
Assessments, to the SIT and reading data to families on
and PLPs. (ongoing). Parent/Teacher School Report Night
Conferences
The classroom teachers
will report reading data to
families at Parent/Teacher
Conference and through
progress reports (4x a
year)