School Improvement Action Plan

Explanation
CC Pinckney Elementary 2015-2016
Goal:
By the end of the 2017-2018 school year, 75% of students will achieve grade level expectations in the areas of reading comprehension and
communication with less than 5% below standard.

Type of Goal: (Mark as appropriate) _X__Knowledge, _X__Application, _____Behavior, _____Attitude

Essence of the Goal:

Students will improve reading comprehension and communication skills by selecting and applying appropriate reading and writing strategies
across the curriculum.

Support Data (from the Profile): System-wide Assessments: Local Assessments:

1. Terra Nova Multiple Assessment,
Reading Subtest 3rd-6th
2. Benchmark Assessment System
(BAS) Grade 2nd and 3rd
1. Terra Nova Multiple 1. Scholastic Reading Inventory SRI (Grades 3rd-6th)
Assessment, Reading 2. Reading Street Writing Test Part IV (MOY, EOY)
Subtest, Grades 3rd-6th
2. Benchmark Assessment
System (BAS) Grade 2nd
and 3rd
3. End of the Year (Pre/Mid/
Post) Reading Street Test

Intervention/Strategy:
Implementation of an effective balanced approach to literacy instruction which
includes: authentic reading and writing experiences, flexible guided reading
groups, and the 6+1 Trait writing model; embedded within a 120 minute ELA
block.
Research:
Washington, DC: National Center for Education Evaluation and
Regional Assistance, Institute of Education Sciences, U.S.
Department of Education. Retrieved from
http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
Students who read with understanding at an early age gain access to
a broader range of texts, knowledge, and educational opportunities,
making early reading comprehension instruction particularly
critical.

1
 School Improvement Action Plan
Explanation
CC Pinckney Elementary 2015-2016
Fountas, I. C., & Pinnell, G. S. (2012). Guided Reading: The Romance
and the Reality, The Reading Teacher NH: Heinemann. (66) 4, 268-
284

Fountas, I. C., & Pinnell, G. S. (2009). Prompting guide 1: A tool for

literacy teachers. Portsmouth, NH: Heinemann.
A comprehensive collection of precise language to use when
teaching, prompting for, and reinforcing effective strategic actions in
reading and writing.

Culham, Ruth. (2003). 6 +1 Traits of writing: The Complete Guide.

New York, New York: Scholastic Teaching Resource.

Activities to implement the Person(s) Accountable: POC Timeline Resources Needed

intervention: Beg. End
 Teachers will model and Classroom Teachers August 2015 May 2016 Guided Reading Materials
teach literacy skills Principal
through a guided reading Language Arts Reading
instructional program. Specialist

 Students above grade

level will participate at
least 1 day per week in
the teacher directed
flexible groups. Students
on grade level will
participate at least 3 days
per week (min.) in teacher
directed flexible guided
reading groups. Students

2
 School Improvement Action Plan
Explanation
CC Pinckney Elementary 2015-2016
below grade level (BGL)
will participate 5 days per
week.

 Teachers will determine Classroom Teachers August 2015 May 2016 Reading Streets Materials
the instructional level for Principal Literacy Center Materials
all students and provide District Instructional Support
direct, explicit and Specialist
systematic instruction
through flexible guided
reading groups, standards
based literacy stations
and instructional best
practices.

 Teachers will examine
research and best
practice for using reading
and writing strategies to
enhance student
engagement and
comprehension.
Classroom Teachers September May 2016 Faculty Meetings
Principal 2015 Collaborative Grade Level
District Instructional Support Meetings
Information Specialist Professional Development Days
Language Arts Reading Early Release Days
Specialist

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 School Improvement Action Plan
Explanation
CC Pinckney Elementary 2015-2016
 Upon request, teachers
will have the opportunity
to see a colleague model
the use of reading and
writing strategies.

 Teachers will design

content instruction that
incorporates reading and
writing strategies.

 Teachers will have

opportunities to
collaborate regarding
their progress in reading
and writing strategies in
classroom instruction.

 Students will select and

apply appropriate
strategies when reading
and writing
independently.

 Teachers will participate Classroom Teachers August 2015 May 2016 Data Sheets (teacher created)
in weekly collaborative Principal Collaborative Planning Time
grade level meetings for Reading Instructional Support
the purpose of analyzing (ISS from District)
student data and Information Specialist

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 School Improvement Action Plan
Explanation
CC Pinckney Elementary 2015-2016
determining Language Arts Reading
interventions. Specialist

 A Data Wall and/or Data Principal September May 2016 Data Sheets
Binder will be Classroom Teachers 2015
implemented and
maintained to show
student growth based on
reading data and used to
create/modify guided
reading groups and
intervention groups.
Targeted Subgroup Intervention/Strategy: Research:
Provide additional reading and writing instruction to students that are reading Lapp, D., Fisher, D., and Frey, N. (2012). Identifying Why Groups Work
and writing Below Grade Level, as determined by standardized tests and local Well, Then Giving Grouping Another Try. Voices in the Middle. (20) 2,
7-9.
assessments.

Activities to implement the Person(s) Accountable: POC Timeline Resources Needed

intervention: Beg. End
School-wide intensive Classroom Teachers August May 2016 Reading Support Teachers
intervention will occur weekly Principal 2015
to ensure the lowest 25% of District Instructional Support
students receive additional 2nd Grade Reading Specialist
reading and writing instruction. Read 180 Teacher
Extended Learning ELO Teachers November March 2016 ELO Teachers
Opportunities (ELO), an after ELO Coordinator 2015 ELO Classroom
school reading program, will be Principal Reading Materials from District
offered to BGL students in Funding for Teachers from
Grades 2nd – 6th District