K-4 Improvement Plan
2004-07
K
K
-
-
4 Improvement Plan
4 Improvement Plan
2004
2004
-
-
07
07
Developed by the K – 4
Improvement Team
Richard Angell
Marcia Cottrell
Paul DeFeo
Julie Gelina
Sue Gibson
Stephanie Johnson
Marcia Landgren
Tom Lightfoot
Gloria Mayou
Nancy Martinez-Lopez
Mary Murphy
Rebecca Saiff
Cindy Taillie
Jeff Tuma
Karen Walker
Bonnie Witt
The K – 4 Improvement Team has designed a
plan that supports student achievement,
communication to all stakeholders and the
development of a positive school culture.
Through a Partnership of
Parents, Community and
Staff Members
This collaboration is built on the
following beliefs and values:
• Reading is the center of life long learning
• Students learn in different ways and we need to
meet all children’s academic and diverse needs
• The atmosphere needs to be conducive to learning
Beliefs and values continued:
• A commitment /passion of educators and quality
teaching needs to be present
• A partnership of parents, staff, administrators
and students is imperative
• A safe, comfortable and respectful learning
environment is important to foster a love of
learning
School Performance Target:
ACADEMIC ACHIEVEMENT
Current State:
Assessment data for 2004
shows a level of academic achievement less than
desired.
May 2004
% of Students
Assessment
Level 3 & 4
at Level 4
Terra Nova Grade 1
69
23
Terra Nova Grade 2
58
10
Terra Nova Grade 3
70
8
NYS ELA 4
49
8
NYS Math 4
77
25
NYS Science 4
83
42
ACADEMIC
Desired State:
Through
ACHIEVEMENT
successful implementation of
Reading First strategies an increase of 5% each year in
students reaching the benchmark (score of 3 or 4) and
5% each year increase in mastery (score of 4) in English
Language Arts, Mathematics and Science. The following
goals reflect the 2004-2005 academic achievement
goals for ELA, Math and Science.
May 2005
% of students
Assessment
Level 3 & 4
at Level 4
Terra Nova Grade 1
74
28
Terra Nova Grade 2
63
15
Terra Nova Grade 3
75
13
NYS ELA 4
54
13
NYS Math 4
82
30
NYS Science 4
88
47
Academic Achievement
Strategy 1
Full implementation of the Reading First
components (K-3) with alignment to Grade 4
Strategy 1 Components
• Professional Development
Reading Academy – 80 hours required
Required Reading First training
• Instruction Based on Analysis of Student Assessments
TONYSS
DIBELS
Terra Nova (Grades 1-3)
Houghton Mifflin
Peabody and Woodcock Johnson
NYS English Language Arts (Grade 4)
2004 NYS ELA Assessment (Grade 4)
Strategy 1 Components
Continued
• Instructional Staff Trained to use Intervention Programs
K – Earobics
Grade 1 – Early Success/Reading Recovery
Grade 2 – Early Success
Grade 3 – Soar to Success
Grade 4 – Academic Intervention Services
• Use of Houghton Mifflin Core Program (K-3)
• Instruction based on Five Components of Reading
Phonics
Vocabulary
Fluency
Comprehension
Phonemic Awareness
Academic Achievement
Strategy 2
Professional Development for Teachers
• Teacher training in Effective Classroom Management
• Mentor assigned to teachers entering a new grade level and
new hires
Strategy 3
Common Planning Time
• Grade level planning
• Curriculum development/alignment – develop parallel tasks /
assessments
Academic Achievement
Strategy 4
Research Needed to Determine Alignment of
Program Materials used by K-3 and How They
Align to Grade 4
Strategy 5
Plan to Sustain the Reading First Initiatives
to Ensure that Student Progress is Sustained
Academic Achievement
Strategy 6
Strategy 7
Monitor progress of students and review
overall results of achievement
Back to top
Revise Plan as necessary
School Performance Target:
COMMUNICATION
Current State:
Systematic communication systems are not
adequate to meet the needs of all parents, especially the
non-English speaking parents.
Desired State:
Communication with 100% of our parents to
support student academic achievement as measured by an
end of the year parent survey.
COMMUNICATION
Strategy 1
• Regular Communication of K-4 Improvement Team to
Parents/Community (parent friendly language)
• Bi-monthly Building Newsletter (Dec., Feb., April, June,
August)
• Annual Literacy Nights (Pre-K / K-4)
• Bi-weekly Communication Home from Classroom Teacher
• Increase Spanish Translations to 100% for Spanish
Speaking Families
To Increase Building Communication to
Parents
COMMUNICATION
Strategy 2
Review overall results of achievement
Revise Plan as necessary
Strategy 3
School Performance Target:
ACADEMIC CULTURE
•
Current State
: Social and behavioral issues impact
academic success. During the 2003-04 school year, we had
an average enrollment of 302 students. During the course
of the year 277 Time Out referrals were generated (some
students generated multiple referrals).
•
Desired State
: To increase the success of students
socially and behaviorally as a means to support their long
range academic success as demonstrated through a 5%
decrease in out of class Time Out each year based on the
total number of enrolled students.
ACADEMIC CULTURE
Strategy 1
Continue the refinement of Character Education
component between all stakeholders
Strategy 2
Teach explicit social and behavioral skills to
identified students
– Code of Conduct
– Character Education
– Skill Streaming
– Behavior Plans
ACADEMIC CULTURE
Strategy 3
Review overall results of achievement
Revise Plan as necessary
Strategy 4