NORTH GROVE ELEMENTARY SCHOOL - centergrove.k12… · 3 Center Grove Community School Corporation...

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NORTH GROVE ELEMENTARY SCHOOL

NORTH CENTRAL ASSOCIATION AND PL221 SCHOOL IMPROVEMENT PLAN

2010-2011

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NCA/PL 221 Standing Committees Steering Committee Professional Development Leadership Language Arts Task Force Math Task Force Social Committee Social Studies Task Force Science Textbook Adoption High Ability Task Force Reading K-3

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Center Grove Community School Corporation

Vision Statement

"To develop knowledgeable, confident and responsible citizens by providing an extensive learning experience relevant to the interests and capabilities of every student, in partnership with the home and

community."

North Grove Mission NGES encourages and empowers every child to achieve their highest potential.

North Grove Vision NGES nurtures growth through curriculum, citizenship, and technology by supporting every

child, every day, achieving success in every way.

North Grove Belief Statements

We believe our dedicated and supportive staff works for the benefit of the whole child.

We believe in fostering a safe environment, which will enable all students to meet their potential.

We believe in creating a strong academic focus and utilizing all available resources.

We believe in partnering with our parents and others in our community.

We believe respecting differences has a positive impact on the North Grove community.

Johnson County and White River Township

Johnson County is one of the fastest growing counties in Indiana. According to the 2000 U.S. Census the county’s population increased almost 31% since the 1990 census to 115,209. Slightly more than 96% of the county’s population is white with persons of Hispanic origin making up 1.4% of the population. Other ethnic categories represent less than 1% each of the county’s population. Median household income is $48,879, over $10,000 more than the state average. Most recent census data available indicates that slightly over 80% of the county’s residents have a high school diploma while college graduates make up 16.7% of the population. White River Township is located in the northwest corner of Johnson County and occupies a little over fifty square miles of the county’s 320 miles. The great majority of the township is unincorporated although portions of Greenwood and Bargersville are within the township. The township’s population is 35, 539.

Center Grove Community School Corporation

The Center Grove Community School Corporation covers 48 square miles within White River Township, Johnson County. Facilities include six elementary schools, two middle schools and one high school. Other facilities include: an educational services building, a maintenance building, and a bus garage. The corporation offers services for special education students along with support from Special Services, Johnson County Schools. Adult and student vocational education is available through the Central Nine Career Center. Ninety-three percent of the Center Grove Corporation students are Caucasian. Thirteen percent of our students participate in the free and reduced lunch program.

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A five member elected Board of School Trustees governs the Center Grove Community School Corporation. Our school corporation has one superintendent, two assistant superintendents and a chief financial officer. Directors of curriculum, technology and human resources assist with the day-to-day operations of the corporation. Our school year consists of 180 school days divided into nine week grading periods for students. In addition, mid term reports are sent home with students half way through each grading period. Parent teacher conferences are held for all students in the fall after the first grading period. Each Wednesday students are released forty-five minutes early to allow time for staff to take part in various professional development activities.

Unique Local Insights

North Grove Elementary School is one of five elementary schools in the Center Grove Community School Corporation. North Grove is located in the northeastern section of White River Township of Johnson County. The school was originally constructed in 1965 with additions in 1973 and 1986. The school currently educates 450 students in kindergarten through fifth grade with 150 more students joining the school in the fall of 2010. In addition to the students residing in North Grove’s attendance district, identified fourth and fifth grade high ability students from two other Center Grove elementary schools receive their education at North Grove. The percentage of students qualifying for free and reduced lunch has risen each of the past several years to a current level of thirty-two percent. A breakfast program was instituted two years ago with the number of participants increasing each year. A few changes have occurred in the educational programs at North Grove since our first NCA/PL221 School Improvement Plan in the fall of 2002. First of all, sixth grade has been moved to our two middle schools. Second, a full-day kindergarten program was instituted for at-risk students two years ago. An at-risk full day kindergarten program was started two years ago. This year the full-day kindergarten program went from serving at-risk students to serving students of all abilities with a shift to a full-day for pay program. An Essential Skills classroom for elementary age students with a variety of handicapping conditions was held in North Grove, but will be replaced with an ELL classroom in the fall of 2010.

Staffing

A staff of sixty provides a warm, nurturing, safe learning environment for the North Grove school community. In the fall of 2010 staffing increased as a result of closing one elementary school and redistricting more than 150 students to our school. Certified staff members include one administrator, 24 classroom teachers, 4 special area teachers (art, library, music, and physical educational), 2 extended learning teachers, 2 special needs teachers, 1 speech pathologist, 1 ENL teacher, and 1 student services coordinator. Five special education assistants, two kindergarten assistants, a speech assistant, a library and computer lab assistant, two secretaries, 3 custodians, a clinic assistant, and 7 cafeteria personnel also support the students and staff. Before and after school child care is provided by Honey Grove Education Daycare, an outside contractor. Johnson County Special Services provides additional support and service to students.

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Curriculum The Center Grove Community School Corporation has instituted a process for curriculum mapping. This process allows for all teachers to document curriculum/instruction/assessment and align this to state standards. Vertical alignment across grade-levels as well as horizontal alignment between grade-levels is part of this process. Mathematics is currently being mapped by all classroom teachers. The curriculum maps are housed in a web-based program, Rubicon-Atlas, to which all teachers and administrators have access. The curriculum provides a strong foundation in the basics as well as opportunities for creative expression, artistic growth, and physical and social development. There is a written curriculum housed in every classroom and in the administrative office for all subject areas, with suggested resource materials included. In an effort to provide an effective learning environment for all students, teachers are encouraged by the building principal to create a learning environment that incorporates a wide variety of instructional strategies. Teachers support our inclusion model by differentiating curriculum as they accommodate individual needs of students. All academic areas are evaluated and curriculum is revised every six years in conjunction with the state textbook adoption cycle.

High Ability Programming

North Grove is home to the district’s high ability program for fourth and fifth grade. Third and fourth grade students who scored at the Pass+ level on the ISTEP+ language arts and /or math sections are placed in a talent pool for further testing to determine eligibility for Center Grove’s Extended Learning Program. In addition, fifth grade students scoring at the same level on the ISTEP+ test will receive further testing to determine eligibility for middle school honors courses. The district has convened a high ability task force multiple times over the past couple of school years to examine the district’s current programming for high ability students at all levels and make recommendations for expanding programming as well comply with Indiana Code 20-36-2-2.

Technology

At North Grove, technology is used to support the students’ curriculum, teachers’ administrative duties, and communication with parents. For the students’ use, two computer labs are available with a technology assistant and paraprofessional. Computers are also located in each classroom for individual or small group use. Programs reinforcing content and skills are available as well as the opportunity to use the Internet for research. In addition, teachers use technology to enhance the delivery of curriculum to the students. This would include such technologies as curriculum-mapping on a web-based program, PowerPoint presentations by students and teachers, LCD projectors, digital cameras and camcorders, ELMO visual displays, Interactive Chalkboards, and two mobile laptop labs. Every classroom is equipped with LCD projector and an ELMO. In addition, 2nd grade classrooms integrate technology with a DOE grant that provided 1:1 laptops for all students in this grade level. One to one laptops project carts have also been added to the high ability classrooms. Teachers’ administrative duties are supported through the use of a web-based grade book program and e-mail system. Communication with parents is enhanced through the availability of accessing their child’s grades on the web as well as mid-term and end-of-term reporting from that program.

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Student Involvement

There are many opportunities for student involvement at North Grove. These activities include:

Student Council

Spell Bowl team

Math Bowl team

Writers’ Club

Young Astronauts

Intramurals

Environment Club

Fitness Club

Viking Voices

Parent Involvement

There are many opportunities for parental involvement at North Grove as well. These opportunities include:

Meet The Teacher Night

Spring Fling

Santa Shop

Book Fair (twice a year)

Fundraisers

Field trip chaperones

Room parents

PTO & Dad’s Club

Family Movie Nights

Textbook Adoption

Parent/teacher conferences

Classroom assistance

PEEL

Family Math and Literacy Night

School Distinctions

North Grove Elementary has been recognized as a Four Star School on twelve different occasions. We have narrowly missed receiving this award the past two years because of our attendance average. This is evidence of the consistency of academic achievement that North Grove has shown throughout the years.

RTI and Data North Grove uses multiple tools to identify students with learning weaknesses. AIMSweb is used in grades K-1 to screen for decoding issues. This assessment breaks down the decoding process into specific categories. In addition, AIMSweb is used to assess and progress monitor students in grades

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2-5. All students in grades K-5 participate in AIMSweb screening and those with weaknesses are remediated during RTI, with the Title 1 instructor, or within the classroom. Interventions are applied, such as the software programs The Reading Center, HeadSprout, FASSTMath, Waterford, Compass, Acuity, Read Naturally, and Read About. The purpose for using these tools is to catch students with weaknesses early in their elementary education and address those weaknesses in a timely manner.

Cultural Competency

Less than nine percent of North Grove’s enrollment is made up of minorities. Our staff needs to be sensitive to cultural differences and make necessary accommodations. A growing free/reduced lunch population dictates that staff development will need to address issues related to poverty. All students whose first language is not English are screened to determine the need for English as a New Language instruction. North Grove students identified as needing ELL instruction were enrolled at West Grove this past year working with a certified ELL teacher. In the fall of 2010, ELL students will remain at North Grove with a certified teacher.

Safe and Disciplined School

Safety has been an important consideration at North Grove Elementary. A security system provides access to staff through the use of identification cards while controlling access to others. All visitors entering the building are guided to the office to sign in and obtain identifying badges. Two-way radios are used for teachers to communicate with the office while they are monitoring students on the playground. Teachers have been trained in emergency procedures for various situations. They are provided with an “NG Emergency” bag that they take with them to recess duty, convocations, and safety drills. Positive Behavior Systems are being reviewed and evaluated to determine possible implementation next school year.

Professional Development

Professional development is a keystone for school improvement. North Grove teachers have spent considerable time in a variety of professional development activities. Early release Wednesdays have provided our staff opportunities for collaboration and articulation. In addition, early release days are used to map our curriculum and align it with state standards. Other activities taking place during early release days include disaggregation of data, professional goal development, and various literacy and technology initiatives. Professional development continues to take place at other times including professional days, before and after school, preparation periods, and summer vacation. Professional development activities at North Grove have included:

Development of a leveled book room

Guided Reading Book Study

Literacy coaching

AIMSweb, Datamine, ACUITY, and RTI training

Math task force

Language Arts task force

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Social Studies task force

Leadership team meetings

Special Education training

Differentiated Instruction

Positive Behavior Supports

Percentage of Students on Free/Reduced Lunch

Analysis North Grove’s percent of students receiving free or reduced lunches increased more than 800% the past six years. This marked increase has had an impact on overall student achievement. Attendance incentives and achievement interventions are utilized to motivate students to attend school and perform at their maximum potential when they are present at school. Staff development will need to address issues related to poverty and its impact on the learning process.

Enrollment by Ethnicity

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Analysis There has been very little change in the ethnic make up of the student body at North Grove Elementary. Teachers need to be aware of and respect cultural differences.

Attendance Rate

Analysis North Grove’s attendance rate has consistently been above the state average. However, our attendance rate is an area where we would like to see improvement. On at least two occasions we have missed being named a Four Star School due to our attendance rate. Next year we plan on adding an automated line to contact parents whenever a child is absent. In addition, we will make positive adjustments in our approach to improve attendance throughout the school by proactively sending out monthly reminders, adding attendance incentives, and recognizing improvements throughout the year.

Percent of Students Passing Both E/LA and Math

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Analysis The percentage of students passing both E/LA and Math has steadily increased over the past several years, but most recently took had a significant decline. It will be imperative to reexamine our approach to ISTEP+ and other data to determine instructional focus. Staff development has been extensive in literacy and curriculum mapping. Implementation of focus groups to examine our performance on the spring ISTEP+ will be instrumental in analyzing and evaluating trend data next year. Utilization of ACUITY to examine student performance on state standards will support differentiated instruction that best meets the skills needed.

Percent of Third Grade Students Passing Math

Analysis

North Grove third graders showed remarkable growth in Math between 2003 and 2005, but recently it has been inconsistent. An outside consultant was brought in to work with our staff on problem solving and computation. The staff spent considerable time mapping the curriculum and structuring spiraling activities as a part of their weekly math instruction. This undoubtedly paid off as the chart illustrates. The decline since then is an area of concern. Adoption of the math program currently used in the classroom happened in 2004. Since the adoption of the new math series the scores have decreased considerably over the last 4 years. This decrease should be closely examined and re-evaluated when the school and district goes through math adoption during the 2009-2010 school year. We hope the newly adopted math program will make an immediate impact on our performance.

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Percent of Third Grade Students Passing E/LA

Analysis There have been some slight fluctuations in the scores the past six years. The staff has had the wonderful opportunity to work on balanced literacy with a literacy coach extensively the past two years. Professional development the past couple of years focused on the integration of a Balanced Literacy framework in the classroom. We look forward to seeing how much these professional development opportunities impact student achievement in ELA on future assessments.

Percent of Fifth Grade Students Passing Math

Analysis North Grove fifth graders have shown improvement in Math from 2004-2006. The staff spent considerable time mapping the curriculum and structuring spiraling activities as a part of their weekly math instruction. However, the decline from 2006-208 in the percentage of student passing ISTEP+ Math is a cause of concern. Further analysis is warranted to see if this decline continues. Textbook adoption will be on our mind in 2009-201o with a focus on improving math achievement across the board.

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Percent of Fifth Grade Students Passing E/LA

Analysis Fifth grade E/LA passing percentages have been somewhat consistent over the past 5 years. The past three years have shown a slight increase in students passing ELA which could be attributed to our integration of Balanced Literacy. Utilization of a literacy coach the past 2 years has been instrumental in moving towards this literacy framework.

Reading Comprehension

Analysis

Although the percentage of students achieving mastery level for reading comprehension is commendable for 2007, consistency has been an issue the past five years. Since reading is the foundation for success in other content areas the importance of reading comprehension cannot be overstated. A focus in the area of reading comprehension and providing a balanced literacy approach is warranted in order to increase the achievement level reached on the 2007 ISTEP+ test. Disaggregation of this data is needed in order to effectively analyze the decline noticed on the test this year.

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Disaggregation of Data

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Analysis

Examination of the data provides a mixed bag of information. Overall student performance is at a high level. Achievement of third grade girls in math is a cause of concern. During this same time period third grade boy’s achievement in math increased. Boys are not achieving at the same level as girls on the English/language arts portion of ISTEP+. A concern is also the achievement level of special education and free/reduced lunch students in both English/language arts and math. Although there appears to be some bright spots much work is needed to bring these students up to the level of the general education population.

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First Grade DIBELS Testing

Analysis North Grove’s primary students are screened three times each year using the DIBELS Oral Reading Fluency test. The DORF is a standardized, individually administered test of accuracy and fluency with connected text. From 2006-2008 testing indicated the percentage of students at Low Risk has decreased while the percentage of students testing at the At Risk and Some Risk levels has increased. However, testing from 2008 to 2009 indicates a decrease in the percentage of students considered some or at risk with their oral reading fluency. DIBELS will be replaced with AIMSweb fluency assessments beginning the fall of 2010. It is hoped the school and district’s emphasis on literacy over the next three-five years will have a positive impact on our early readers.

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School Improvement Goal Analysis of data indicates a need for focus in the area of literacy and specifically in reading comprehension. The DIBELS Oral Reading Fluency test is a precursor of successful comprehension and recent testing indicates an increase in the numbers of “at risk” and “some risk” students. ISTEP+ reading comprehension levels have been inconsistent. Survey results indicate a focus on reading is warranted. Goal: NORTH GROVE STUDENTS WILL IMPROVE READING COMPREHENSION SKILLS ACROSS THE CURRICULUM.

Benchmarks 2008-2009

Increase in student ISTEP scores in English/Language Arts (grades 3-5) Reading vocabulary, reading comprehension and writing applications by a minimum of 2% from 2008-2011. **Scores from 2009 spring ISTEP testing will serve as the grade-level baseline. 85% of grade 3-5 students will show at least 25 points of growth on the Scantron Performance assessment from their fall to spring scores. DIBELS (grades K-2) 85% of students will show an increase over their individual DIBELS fall baseline scores on both the mid-year and spring assessment

2009-2010 Increase in student ISTEP scores in English/Language Arts (grades 3-5) Reading vocabulary, reading comprehension and writing applications by a minimum of 2% from 2008-2011. **Scores from 2009 spring ISTEP testing will serve as the grade-level baseline.

80% of grade 3-5 students will show at least 25 points of growth on the Scantron Performance assessment from their fall to spring scores. Scantron was replaced with ACUITY and as a result data provided did not have comparable growth comparisons. DIBELS (grades K-2) 90% of students will show an increase over their individual DIBELS fall baseline scores on both the mid-year and spring assessment. DIBELS will be replaced with AIMSweb’s Test of Early Literacy Skills in the fall of 2010. Common assessments (grades K-5) 85% of students will show mastery (80%) of the concepts on grade level semester one and semester two common assessments. Due to budget constraints, professional development money was unavailable for teachers to met and create common assessments. Authentic student reading/writing assessment products: 85% of students will show average or above skills, using the district grade-level rubric scores, on classroom reading and writing products.

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2010-2011 Increase in student ISTEP scores in English/Language Arts (grades 3-5) Reading vocabulary, reading comprehension and writing applications by a minimum of 2% from 2009-2010. SRI 85% of 2-5th grade students will receive a Lexile score at or above grade level on the end of year SRI assessment. AIMSweb (grades K-1st) 85% of students will show an increase over their individual AIMSweb fall baseline scores on both the mid-year and spring assessment. AIMSweb (grades 2nd-5th) 85% of students will be at or above grade level fluency benchmarks on the end of year AIMSweb RCBM assessment. Common assessments (grades K-5) ACUITY assessments are currently being established for the upcoming year. Authentic student reading/writing assessment products: 85% of students will show average or above skills, using the district grade-level rubric scores, on classroom reading and writing products. Teachers will utilize collaborative grading procedures to determine student performance on the rubrics.

2011-2012 Increase in student ISTEP scores in English/Language Arts (grades 3-5) Reading vocabulary, reading comprehension and writing applications by a minimum of 2% from 2010-2011. SRI 90% of 2-5th grade students will receive a Lexile score at or above grade level on the end of year SRI assessment. AIMSweb (grades K-1st) 90% of students will show an increase over their individual AIMSweb fall baseline scores on both the mid-year and spring assessment. AIMSweb (grades 2nd-5th) 90% of students will be at or above grade level fluency benchmarks on the end of year AIMSweb RCBM assessment. Common assessments (grades K-5) ACUITY assessments are currently being established for the upcoming year. Authentic student reading/writing assessment products: 85% of students will show average or above skills, using the district grade-level rubric scores, on classroom reading and writing products. Teachers will utilize collaborative grading procedures to determine student performance on the rubrics.

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Strategies

Guided reading and writing will focus on Reading Response Journals and Student Literacy Conferences. Reading response journals are a place where students respond to literature by recording their thoughts, feelings, reactions, and questions about the book they are reading. Through the use of response journals, students will ask questions about literature, respond to characters decision-making skills, make connections to their own lives, and make meaning for themselves. A student led conference allows for the student to facilitate part of the conference as they show mastery of learning. The student includes self-assessment and reflection as part of the conference. The student, teacher, and parent help to determine future goals. Through student literacy conferences, students and teachers will celebrate, validate, encourage, nudge, teach, assess and set goals in reading and writing. Establishing a literacy environment during the first 20 days of school will be another strategy, including explaining procedures and initiating use of flexible groups, use of anchor charts, literacy work stations, 6+1 trait rubrics for writing products, and classroom libraries.

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Action Plan for 2008-2012

Center Grove Community Elementary Schools

Goal: Students will improve reading comprehension skills across the curriculum

Instructional Best

Practices

2008-2009 2009-2010 2010-2011 2011-2012

How will we integrate

best practices to meet

our goal of improving

reading comprehension

skills in the classroom?

Introduce and support implementation:

Guided Reading and Writing:

1. Reader Response Journals:

Reading response journals are

a place where students respond

to literature by recording their thoughts, feelings, reactions, and

questions about the book they are

reading.

Through the use of response

journals, students will ask questions about literature,

respond to characters decision-

making skills, make connections to their own lives, and make

meaning for themselves.

2. Student Literacy

Conferences

A student led conference allows for the student to facilitate part

of the conference as they show

mastery of learning. The student includes self-assessment and

reflection as part of the

conference. The student, teacher, and parent help to

determine future goals.

Through student literacy

conferences, students and

teachers will celebrate, validate, encourage, nudge, teach, assess

and set goals in reading and

writing.

Reinforce and support implementation:


Implement district K-12 Balanced literacy

Framework: (flexible groups, literacy

workstations, literature circles, book clubs,

matching readers with texts, conferences, peer

editing, essays, formulate questions)

1. Readers’ Response:

Written and oral reading response activities allow students to respond to literature by

communicating their thoughts, feelings,

reactions, and questions about the literature they are reading.

Through the use of reader’s response, students will ask questions about literature, respond to the

characters, make connections to their own lives,

and make meaning for themselves.

2. Student Literacy Conferences

A student led conference allows for the student to facilitate part of the conference as they show

mastery of learning. The student includes self-

assessment and reflection as part of the conference. The student, teacher, and parent

help to determine future goals.

Through student literacy conferences, students

and teachers will celebrate, validate, encourage,

nudge, teach, assess and set goals in reading and writing.

3. Establish literacy environment during the first 20 days of school including explaining

procedures and initiating use of:

A. Flexible groups B. Use of anchor charts

C. Use of literacy work stations

D. Utilizing 6+ 1 trait rubrics for writing products

E. Classroom Libraries


















assessment and reflection as part of the conference. The student and teacher help to

determine future goals.



























assessment and reflection as part of the conference. The student, teacher, and parent

help to determine future goals.










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PROFESSIONAL

DEVELOPMENT 2008-2009 2009-2010 2010-2011 2011-2012

What professional

development will be

provided to support the

action plan?

Summer 2008

Consultant Janet Hale working with K-12 curriculum mapping language

arts task force to complete K-12

language arts essential maps and common assessments

CG administrators attend National

Differentiated Instruction Conference with focus on literacy

CG administrators attend “literacy bootcamp” to enhance literacy

instructional leadership skills

School Year 2008-2009

District wide common book study:

The Continuum of Literacy Learning by Fountas and

Pinnell

Early Releases will be structured so that each

month provides:

1 Early Release for literacy learning 1 Early Release for district book

study

1 Early Release for Curriculum Mapping

(focus: Language Arts Consensus Maps)

1 Early Release for building

work/coaching

Professional Development will be provided by:

District-hired consultants – curriculum

mapping, literacy strategies, support, assessment and management

Building instructional leaders –

supporting a literacy environment, instructional best practices

Coaches – will provide building-based

support and will meet with each grade level 2X per semester to discuss,

follow-up and extend previous Early

Release professional development topic. Will model strategies. “At-the

elbow” professional development:

will be provided by building-based literacy coaches and will emphasize

the topics of each early release

Literacy leaders – practical applications

Summer 2009:

Curriculum mapping language arts task force to complete K-12 reading essential maps and

common assessments



month provides: 1 Early Release for literacy learning

1 Early Release for district book study

1 Early Release for Curriculum Mapping (focus: Language Reading Consensus Maps)

1 Early Release for building work/coaching

Focus: flexible groups, use of anchor charts, use

of K-12 Balanced literacy framework, use of

literacy stations and using 6+1 traits rubrics for

writing products.


District-hired consultants – curriculum mapping, literacy strategies, support, assessment and

management

Building instructional leaders – supporting a literacy environment, instructional best practices

Coaches – will provide building-based support

and will meet with each grade level 1X per month to discuss, follow-up and extend previous

Early Release professional development topic.

Will model strategies. “At-the elbow”

professional development: will be provided by

building-based literacy coaches and will

emphasize the topics of each early release Literacy leaders – practical applications

August 2009 – April 2010

Will focus on applying the best practices of

reader response journals, student literacy conferences, shared reading/writing and using

flexible groups, anchor charts, the K-12 Balanced

Literacy Framework and using 6+1 traits rubrics for writing products.

August 2009 Early Release

Flexible grouping for reading, writing, etc., the

K-12 Balanced Literacy Framework September 2009 Early Release

Flexible grouping continued, the K-12 Balanced

Literacy Framework October 2009 Early Release

Anchor charts and flexible grouping, the K-12

Balanced Literacy Framework November 2009 Early Release

Summer 2010:

Curriculum mapping is on hold until future budgets allow for professional development

activities.


“Putting the Pieces Together” training and

professional development within the school for new teachers during the school year.

Early Releases will be structured so that each month provides:

1 Early Release for literacy learning

1 Early Release for AdvancED/PD

1 Early Release for Curriculum Mapping

1 Early Release for data


District-hired consultants – curriculum

mapping, literacy strategies, support, assessment and management

Building instructional leaders – supporting a

literacy environment, instructional best practices



readers’ response, student literacy conferences, shared reading/writing and using flexible

groups, anchor charts, the K-12 Balanced

Literacy Framework and using 6+1 traits rubrics for writing products.

Language Arts Task Force will revise writing

common assessments and READING Essential

Maps if professional development money is available.

Science task Force will work with Power Standards and create district Essential Maps and

common assessments.

Summer 2011:

Curriculum mapping language arts task force to complete K-12 reading essential maps and

common assessments



month provides: 1 Early Release for literacy learning

1 Early Release for AdvancED/PD

1 Early Release for Curriculum Mapping 1 Early Release for data


District-hired consultants – curriculum mapping,

literacy strategies, support, assessment and management

Building instructional leaders – supporting a

literacy environment, instructional best practices Coaches – will provide building-based support

and will meet with each grade level 1X per

month to discuss, follow-up and extend previous



reader response journals, student literacy conferences, shared reading/writing and using

flexible groups, anchor charts, the K-12

Balanced Literacy Framework and using 6+1 traits rubrics for writing products.

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August 2008 Early Release

Common vocabulary of literacy, District literacy framework, Lexile

scores

September 2008 Early Release Classroom norms and a management

for a literacy classroom (DVD

examples: anchor charts, small, flexible groups examples)

October 2008 Early Release

Using Lexiles, leveled readers (What are leveled readers, How do they

support reading and writing?)

November 2008 Early Release Reader response journal concept

introduction.

December 2008 Early Release

Student literacy conferences concept

introduction.

January 2009 Early Release Differentiating reader response

journals and student literacy

conferences for ENL, high ability, special education students and

struggling readers.

February 2009 Early Release Using leveled materials.

March 2009 Early Release

Sharing student work protocol using Reader Response Journals.

April 2009 Early Release

Reader response journal assessment.

May 2009 Early Release

Reflecting upon professional growth.


Balanced Literacy Framework December 2009 Early Release


Balanced Literacy Framework January 2010 Early Release

6+1 Traits, flexible groups, the K-12 Balanced

Literacy Framework February 2010 Early Release


Literacy Framework March 2010 Early Release


Literacy Framework April 2010 Early Release


Literacy Framework

May 2010 Early Release

Reflecting upon professional growth.

Language Arts Task Force will revise writing

common assessments and READING Essential Maps

* Science task Force will work with Power

Standards and create district Essential Maps and common assessments.

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ACCOUNTABILITY 2008-2009 2009-2010 2010-2011 2011-2012 Who will be accountable for

the implementation of the

action plan?

District Administrators – Build capacity

among administrators for creating a positive

literacy environment. build knowledge and

capacity among administrators for differentiated instruction. Support technology

needs of the building through the district

technology plan. Screen and secure

appropriate district-level consultants. Provide

time for early release professional

development. Provide literacy coaches for

the district. Present and support K-12

Comprehensive Literacy Framework. Provide summer curriculum mapping work time,

stipends and consultant.

Building Level Administrators -- Build

capacity among teachers for creating a

positive literacy environment. Build

knowledge and capacity among teachers for differentiated instruction. Schedule and

support need for 90 minutes language arts

block at each grade level. Work to support


time for early release professional

development. Support literacy coaches

building level work. Present and support K-

12 Comprehensive Literacy Framework. Provide books to teachers for district book

study. Work with faculty to administer

appropriate assessment and interpret and use

the resulting data.

Coaches – Work collectively and individually

with teachers to implement the instructional

strategies for the building goal. Will provide

building-based support and will meet with

each grade level 2X per semester to discuss, follow-up and extend previous Early Release

professional development topic. Will model

strategies. “At-the elbow” professional

development: will be provided by building-

based literacy coaches and will emphasize

the topics of each early release. Work with

faculty to administer appropriate assessment

and interpret and use the resulting data.

District Administrators – Build knowledge and

capacity among administrators for creating a

positive literacy environment, differentiated

instruction, flexible groups, use of anchor charts, use of literacy work stations, and use of 6+1

Traits rubrics for writing products. Support

technology needs of the building through the

district technology plan. Screen and secure


time for early release professional development.

Provide literacy coaches for the district. Support

and promote K-12 Comprehensive Literacy Framework. Provide summer curriculum mapping

work time, stipends and consultant.

Building Level Administrators -- Build capacity

among teachers for creating a positive literacy

environment. Build knowledge and capacity

among teachers for differentiated instruction. Schedule and support need for 90 minutes

language arts block at each grade level. Schedule

and support a 30 minute RTI/ Enrichment/

Differentiation/ ENL/ counseling group daily

time. Work to support appropriate district-level

consultants. Provide time for early release

professional development. Support and promote

literacy coaches building level work. Support and promote K-12 Comprehensive Literacy

Framework, specifically flexible groups, use of

anchor charts, use of literacy work stations, and

use of 6+1 Trait rubrics for writing products.

Provide books to new teachers for district book

study. Work with faculty to administer

appropriate assessment and interpret and use the

resulting data. Walkthroughs will be used to facilitate ongoing literacy conversations.

Coaches – Work collectively and individually

with teachers to implement the instructional

strategies for the building goal. Will provide

building-based support and will meet with each

grade level 1X per month to discuss, follow-up and extend previous Early Release professional

development topic. Will model strategies. “At-the

elbow” professional development: will be

provided by building-based literacy coaches and

will emphasize the topics of each early release ,

specifically flexible groups, use of anchor charts,

use of literacy work stations, and use of 6+1 Trait

rubrics for writing products Work with faculty to administer appropriate assessment and interpret

and use the resulting data.




instruction, flexible groups, use of anchor charts, use of literacy work stations, and use of 6+1

Traits rubrics for writing products. Support

technology needs of the building through the

district technology plan. Provide time for early

release professional development. Support and

promote K-12 Comprehensive Literacy

Framework.



environment. Build knowledge and capacity

among teachers for differentiated instruction. Schedule and support need for 90 minutes

language arts block at each grade level. Schedule

and support a 30 minute RTI/ Enrichment/

Differentiation/ ENL/ counseling group daily

time. Provide time for early release professional

development. Support and promote K-12

Comprehensive Literacy Framework, specifically

flexible groups, use of anchor charts, use of literacy work stations, and use of 6+1 Trait

rubrics for writing products. Provide books to

new teachers for district book study. Work with

faculty to administer appropriate assessment and

interpret and use the resulting data.

Walkthroughs will be used to facilitate ongoing

literacy conversations.

Coaches- Due to budget reductions, coaches have

moved into a teaching position within the

buildings.

Teachers - The instructional staff is responsible

for creating a positive literacy classroom as part

of the overall learning environment of the school, specifically flexible groups, use of anchor charts,


rubrics for writing products. Instructional staff

members are responsible for participating in

professional development activities and for

providing quality, engaging teaching and learning

experiences. Specifically, the staff is responsible

for implementing the teaching strategies in this plan, becoming familiar with the district literacy

framework, and using assessment data to form

and guide instruction for each student.

Students -Students are responsible for giving

effort, working collaboratively with instructional

staff to meet, achieve and evaluate their learning

goals.




instruction, flexible groups, use of anchor charts, use of literacy work stations, and use of 6+1 Traits

rubrics for writing products. Support technology

needs of the building through the district

technology plan. Provide time for early release

professional development. Support and promote

K-12 Comprehensive Literacy Framework.



environment. Build knowledge and capacity among

teachers for differentiated instruction. Schedule and support need for 90 minutes language arts

block at each grade level. Schedule and support a

30 minute RTI/ Enrichment/ Differentiation/ ENL/

counseling group daily time. Provide time for

early release professional development. Support

and promote K-12 Comprehensive Literacy

Framework, specifically flexible groups, use of

anchor charts, use of literacy work stations, and use of 6+1 Trait rubrics for writing products. Provide

books to new teachers for district book study.

Work with faculty to administer appropriate

assessment and interpret and use the resulting data.

Walkthroughs will be used to facilitate ongoing

literacy conversations.

Coaches- Due to budget reductions, coaches have

moved into a teaching position within the

buildings.

Teachers - The instructional staff is responsible for

creating a positive literacy classroom as part of the

overall learning environment of the school, specifically flexible groups, use of anchor charts,


rubrics for writing products. Instructional staff





for implementing the teaching strategies in this plan, becoming familiar with the district literacy

framework, and using assessment data to form and

guide instruction for each student.

Students-Students are responsible for giving effort,

working collaboratively with instructional staff to

meet, achieve and evaluate their learning goals.

23

Teachers – The instructional staff is

responsible for creating a positive literacy

classroom as part of the overall learning

environment of the school. Instructional staff


professional development activities and for providing quality, engaging teaching and

learning experiences. Specifically, the staff is

responsible for implementing the teaching

strategies in this plan, becoming familiar with

the district literacy framework, and using

assessment data to form and guide instruction

for each student.

Students -- Students are responsible for

giving effort, working collaboratively with

instructional staff to meet, achieve and

evaluate their learning goals.

Parents – Parents are an integral part of the educational process, and thus, are responsible

for getting students to school each day and

working in concert with the school and the

student to support teaching and learning.

Teachers – The instructional staff is responsible

for creating a positive literacy classroom as part

of the overall learning environment of the school,

specifically flexible groups, use of anchor charts,


rubrics for writing products. Instructional staff members are responsible for participating in




for implementing the teaching strategies in this

plan, becoming familiar with the district literacy

framework, and using assessment data to form and guide instruction for each student.

Students -- Students are responsible for giving

effort, working collaboratively with instructional

staff to meet, achieve and evaluate their learning

goals.

Parents – Parents are an integral part of the educational process, and thus, are responsible for

getting students to school each day and working

in concert with the school and the student to

support teaching and learning.

Parents – Parents are an integral part of the

educational process, and thus, are responsible for

getting students to school each day and working

in concert with the school and the student to

support teaching and learning.

Parents – Parents are an integral part of the

educational process, and thus, are responsible for

getting students to school each day and working in

concert with the school and the student to support

teaching and learning.

24

EVALUATION 2008-2009 2009-2010 2010-2011 2011-2012 How will the effectiveness

of the strategy be

measured?

Increase in student ISTEP scores in

English/Language Arts (grades 3-5) Reading vocabulary, reading comprehension and

writing applications by a minimum of 2%

from 2007-2011. **Scores from 2008 spring ISTEP testing will serve as the grade-level

baseline.

3rd Grade ELA 2007 2008 +/-

Reading Vocabulary

89% 85% -4%

Reading

Comprehension

91% 87% -4%

Writing Applications

92% 87% -5%

4th Grade ELA 2007 2008 +/-

Reading Vocabulary

95% 92% -3%

Reading

Comprehension

94% 90% -4%


95% 93% -2%

5th Grade ELA 2007 2008 +/-

Reading Vocabulary

90% 85% -5%

Reading

Comprehension

91% 83% -8%


89% 88% -1%

85% of grade 3-5 students will show at least

25 points of growth on the Scantron Performance assessment from their fall to

spring scores.

Scantron (Fall-Winter)

3rd 4th 5th

# Tested 65 94 112

# with

>25 pt gain

45 56 64

% with

>25 pt gain

69% 60% 57%

Scantron (Fall-Spring)

3rd 4th 5th

# Tested 69 95 113

# with

>25 pt gain

56 74 87

% with

>25 pt gain

81% 78% 77%


English/Language Arts (grades 3-5) Reading vocabulary, reading

comprehension and writing applications by

a minimum of 2% from 2007-2011

3rd Grade ELA 2009 2010 +/-

Reading Vocabulary

89% 81% -8%

Nonfiction/

Informational

Text

89% 82% -7%

Literary Text 87% 82% -5%

Writing

Applications

87% 79% -8%

4th Grade ELA 2009 2010 +/-

Reading

Vocabulary

89% 93% +4%

Nonfiction/

Informational Text

88% 91% +3%

Literary Text 89% 93% +4%

Writing

Applications

87% 89% +2%

5th Grade ELA 2009 2010 +/-

Reading

Vocabulary

83% 84% +1%

Nonfiction/ Informational

Text

83% 86% +3%

Literary Text 83% 86% +3%

Writing

Applications

83% 84% +1%

80% of grade 3-5 students will show at

least 25 points of growth on the Scantron

Performance assessment from their fall

to spring scores. Scantron was replaced

with ACUITY and data provided did not

have comparable growth data.

DIBELS (grades K-2)

90% of students will show an increase over their individual DIBELS fall baseline

scores on both the mid-year and spring

assessment.

Kdg. ISF LNF

Fall-Winter 97% 100%





SRI

85% of 2-5th grade students will receive a Lexile score at or above grade level on the

end of year SRI assessment.

AIMSweb (K-1st)

85% of the students will show an increase

over their individual AIMSweb fall baseline scores on both the mid-year and spring

assessment.

AIMSweb (2nd-5th)

85% of the students will be at or above

grade level fluency benchmarks on the end of year AIMSweb RCBm assessment.

Authentic student reading/writing assessment products: 85% of students will

show average or above skills, using the district grade-level rubric scores, on

classroom reading and writing products.

Teachers will utilize collaborative grading procedures to determine student

performance on the rubrics.





SRI

90% of 2-5th grade students will receive a Lexile score at or above grade level on the

end of year SRI assessment.

AIMSweb (K-1st)

90% of the students will show an increase

over their individual AIMSweb fall baseline scores on both the mid-year and spring

assessment.

AIMSweb (2nd-5th)

90% of the students will be at or above

grade level fluency benchmarks on the end of year AIMSweb RCBm assessment.

Authentic student reading/writing assessment products: 85% of students will



Teachers will utilize collaborative grading procedures to determine student

performance on the rubrics.

25

DIBELS (grades K-2)

85% of students will show an increase over their individual DIBELS fall baseline scores

on both the mid-year and spring assessment

Kdg. ISF LNF

Fall-Winter 89% 95%

Kdg. LNF PSF NWF

Winter-Spring 83% 97% 84%

1st PSF NWF

Fall-Winter 84% 97%

1st PSF NWF ORF


2nd ORF

Winter-Spring 79%

Common assessments (grades K-5)

Will be created and piloted to gather initial data.

Authentic student reading/writing assessment products: Will create and pilot to gather initial

data using the district grade-level rubric

scores, on classroom reading and writing

products.

Kdg. LNF PSF NWF


1st PSF NWF

Fall-Winter 67% 88%

1st PSF NWF ORF


2nd ORF

Winter-Spring 88%

Common assessments (grades K-5)

85% of students will show mastery (80%)

of the concepts on grade level semester one and semester two common assessments.

Due to budget constraints, professional

development money was unavailable for teachers to meet in the district to establish

common assessments at this time.

Authentic student reading/writing

assessment products: 85% of students will



26

RESOURCES 2008-2009 2009-2010 2010-2011 2011-2012 120 minutes literacy block at each grade level

Early Release Wednesday for Professional

Development time

District literacy coaches

Scott Foresman basal series

My Sidewalks Tier III intervention reading

program

The Continuum of Literacy Learning, Fountas and Pinnell

Reading Essentials, Regie Routman

Writing Essentials, Regie Routman

Guiding Readers and Writers, Fountas and Pinnell

Leveled classroom libraries

Leveled K-5 bookroom

(for leveling readers and reader response journals)

http://www.slidershare.net/eduhawk/readeres-response-journal/

http://www.choiceliteracy.com

http://fcweb.bloomington.k12.mn.us/~trenary/Rea

der%20Response%Journal%20Schedule

http://www.busyteacherscafe.com/units/readers_re

sponse.htm

Response to Intervention framework

Parent/Teacher Organization

Parent volunteers

Fountas and Pinnell leveling system

District Curriculum library

CIESC library materials

90 minutes literacy block at each grade level

30 minute RTI/ Enrichment/ Differentiation/

ENL/counseling group daily time


Development time



My Sidewalks Tier III intervention reading program




Guiding Readers and Writers, Fountas and

Pinnell



http://books.heinemann.com (for leveling

readers and reader response journals)

http://www.slidershare.net/eduhawk/readeres-

response-journal/


http://fcweb.bloomington.k12.mn.us/~trenary/

Reader%20Response%Journal%20Schedule

http://www.busyteacherscafe.com/units/reader

s_response.htm

http:// www.readinga-z.com



Parent volunteers








Development time



The Continuum of Literacy Learning, Fountas

and Pinnell




Pinnell



Professional library




response-journal/


http://fcweb.bloomington.k12.mn.us/~trenary/

Reader%20Response%Journal%20Schedule

http://www.busyteacherscafe.com/units/reader

s_response.htm




Parent volunteers








Development time








Pinnell






response-journal/


http://fcweb.bloomington.k12.mn.us/~trenary/R

eader%20Response%Journal%20Schedule

http://www.busyteacherscafe.com/units/readers

_response.htm




Parent volunteers






http://www.choiceliteracy.com/

http://fcweb.bloomington.k12.mn.us/~trenary/Reader%20Response%25Journal%20Schedule


http://www.busyteacherscafe.com/units/readers_response.htm


http://books.heinemann.com/








http://www.readinga-z.com/



















27

North Grove Elementary Professional Development Plan 2010-2011

Mr. Brian Proctor, Principal

Blueprint for Success

3280 W. Fairview Road Greenwood, IN 46142

Office: (317) 881-5653

Fax: (317) 885-4547

Email: [email protected]

mailto:[email protected]

28

North Grove Professional Development Plan - (2010-2011)

(BLUEPRINT FOR SUCCESS)

Faculty Shares Early Release

Professional

Development

Grade Level Collaboration Professional Release Time for Teachers

Aug. 2010

North Grove will have a “social” gathering to welcome back old friends and meet new faces for 10-11. August 5th-Blue Herron Challenge Course for all

staff August 6th-All staff family cookout at Brian Proctor’s house

1. Building Professional Development

Grade Level Teams are to discuss the

progress and concerns of the

implementation of PD activities

provided and/or identified topics

throughout the year in their team

meetings/monthly collaboration time.

(Team Summary sheet submitted to

BP)

Listed below are potential discussion topics for each grade level team/collaboration meeting with the principal.

Sept. 2010

Professional Development:

Potential ideas include collaboration/book study/data team activities/technology integration discussions and strategies.

1. K-2 Look at student survey data with 3-5 Acuity Blueprint

2. AdvancED 3. AdvancED

PL221/NCA Plan Review 1. Review North Grove’s PL221

Action Plan and its implementation within the classroom.

AIMSweb data review 1. Review student, class, and grade

level Reading and Math data sweep information

Each grade level /special area team will be given release time for collaborating with their grade level team and other curricular areas for integration, support, and co-planning possibilities in 2010-11 (to be determined).

Oct. 2010



1. AdvancED 2. Building PD

Preparing for the QAR visit 1. Questions or concerns you have

about the upcoming visit on November 2nd

ISTEP Analysis 1. Analysis of ISTEP data

and how it will be utilized to drive instruction in all K-5 classrooms.

Nov. 2010


Potential ideas include

collaboration/book study/data team activities/technology integration discussions and strategies.

1. Literacy 2. Data 3. AdvancED

4. Building PD

RTI 1. What strategies are you using to

reach every student?

2. Does team provide interventions individually or as a grade level?

29

Dec. 2010

1. Literacy 2. Data 3. AdvancED 4. Building PD

Accomplishments 1. What are you doing well

that you want to share with your colleagues?

Jan. 2011



1. Literacy 2. Data 3. AdvancED 4. Building PD

Balanced Literacy 1. Where are you on the

continuum of literacy integration? What do you need to do to remove the obstacles?

Each grade level /special area team will be given release time for collaborating with their grade level team and other curricular areas for integration, support, and co-planning possibilities in 2010-11 (to be determined).

Feb. 2011



1. Literacy 2. Data 3. AdvancED

4. Building PD

Science Textbook Adoption

1. Discuss Science Textbook Adoption and current

progress. 2. Discuss Spring testing

schedule and administration

March 2011



1. Literacy 2. Data 3. Building PD 4. Building PD

PL221 Action Plan 1. Review current/future.

Have we accomplished our goals and what does the future look like?

April 2011




Positive Behavior Support- 1. Have we implemented the

necessary steps? What additional growth opportunities do we need? Is PBS implemented school-wide?

May 2011




Year in Review 1. Evaluate progress from the

year; reflect on professional development, classroom instruction and PL221 Action Plan.

30

North Grove Language Arts Action/Professional Development Plan (2009-2010) Goal: All students will improve language comprehension skills across the curriculum.

Support Data:

Data Source 1: Increase in student ISTEP scores in English/Language Arts

(grades 3-5) Reading vocabulary, reading comprehension and writing

applications by a minimum of 2% from 2007-2011 (note: these need to reflect

your building data for each grade level)

Data Source 2: 85% of 2nd-5th grade students will receive a Lexile score at or

above grade level on the end of year SRI assessments.

Data Source 3: 85% of the students will show an increase over their

individual AIMSweb fall baseline LNF, PSF, NWF, and ORF scores on both

the mid-year and spring assessment (grades K-2nd)

Data Source 4: 85% of the students will be at or above grade level fluency

benchmarks on the end of year AIMSweb RCBM assessment.

Data Source 5: 85% of the students will show average or above average skills,

using the district-level rubric scores, on classroom reading and writing products.

Standardized Assessments:

ISTEP+ Applied Skills Frequency

Distribution report grades 3rd-5th

ACUITY grades 3rd-5th

Local Assessments:

SRI

AIMSweb (LNF, PSF, NWF, ORF,

RCBM)

District Writing Prompts

Interventions: 1. Implement district K-12 Balanced literacy Framework: (flexible groups, literacy workstations,

literature circles, book clubs, matching readers with texts, conferences, peer editing, essays,

formulate questions)

2. Written and oral reading response activities allow students to respond to literature by

communicating their thoughts, feelings, reactions, and questions about the literature they are

reading.

Through the use of reader’s response, students will ask questions about literature, respond to

the characters, make connections to their own lives, and make meaning for themselves.

3. A student led conference allows for the student to facilitate part of the conference as they

show mastery of learning. The student includes self-assessment and reflection as part of the

conference. The student and teacher work together to determine future goals.

Through student literacy conferences, students and teachers will celebrate, validate,

encourage, nudge, teach, assess and set goals in reading and writing.



A. Flexible groups

B. Use of anchor charts




Resources/Best Practice Sources: 30 minute RTI/ Enrichment/ Differentiation/ ENL/counseling group daily time

Early Release Wednesday for Professional Development time







Guiding Readers and Writers, Fountas and Pinnell



http://books.heinemann.com (for leveling readers and reader response journals)



http://fcweb.bloomington.k12.mn.us/~trenary/Reader%20Response%Journal%20Schedule





Parent volunteers




McCormick-Calkins, L. & Harwayne, S. (1987). The Writing Workshop: A World of Difference. Portsmouth, NH:

Heinemann.

Jackson, N. & Pillow, P. (1992). The Reading-Writing Workshop: Getting Started. New York, NY: Scholastic

Professional Books.

Northwest Regional Educational Laboratory, (1999). Seeing Through New Eyes. Portland, OR

Zimmerman, J. (Jan., 2001). How Much Does Time Affect Learning? Principal.

Culham, Ruth. (2003). 6+1 Traits of Writing. New York, NY: Scholastic Professional Books

Tingley, J. (April 2001). Volunteer Programs: When Good Intentions Aren’t Enough. Educational Leadership.

Robb, Laura (2003). Teaching Reading in Social Studies, Science, and Math. New York, New York: Scholastic

Professional Books

Schlechty, Philip C. (2002) Working on the Work. New York, New York: Jossey-Bass.

Tomlinson, Carol Ann and McTighe, Jay (2006) Integrating Differentiated Instruction & Understanding By Design

Routman, Regie (2003) Reading Essentials: The Specifics You Need to Teach Reading Well. Portsmouth, NH Heineman







31

North Grove Language Arts Action/Professional Development Plan (2009-11)

Language Arts Interventions Intervention 1: Implement balanced literacy framework

Intervention 2: Integrate Readers’ Response

Intervention 3: Implement student led conferences that allow students to facilitate their mastery of learning.

Intervention 4: Establish literacy environment during first 20 days of school

Activities to Address Interventions 1. Students engage in a 90 minute block of balanced literacy instruction/activities daily.

Components of this block will include (but is not limited to):

Writing process in a variety of genres

Word attack skills (phonics, spelling, decoding skills)

Grammar skills

Guided reading

Read aloud

Self-selected independent reading

Speaking/listening skills

Technology skills

Target interventions for “at-risk” students

Work stations

Vocabulary Instruction

Guided Writing

2. Students utilize knowledge of critical thinking, questioning, and comprehension skills.

Through the use of:

Bloom’s Taxonomy

Multiple Intelligences

Learning Styles

Best Practices (Gradual Release of Responsibility model)

3. Students utilize a variety of technology through language arts.

In the areas of:

Internet Research

Electronic Presentations

Computer literacy skills

Word processing skills

A-Z Reading

Starfall.com

TuxPaint/Pixie

Compass Learning

Document Cameras

4. Students demonstrate comprehension through written expression in all subject areas.

Written response opportunities include (but are not limited to):

Literature responses

Research projects

Math journals

Science/Social Studies integration

Work Stations

5. Students use the writing process whenever appropriate.

Components of the writing process include:

Prewriting – setting the stage, brainstorming, graphic organizers

Drafting– grade appropriate writing

Revision – content improvement/rewriting

Editing – grammar, punctuation, spelling

Final Draft – publishing

6. Students use the 6+1 Writing Traits to enhance their writing process.

Ideas

Organization

Voice

Word Choice

Sentence Fluency

Conventions

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