IRPS

Revised 3/4/2008

Reading Action Plan 2007-2008

(one form for each goal)

1. School Improvement Goal:  READING – Comprehension – Improve inferential and evaluative comprehension.

Rationale:

Activities: Steps to be taken. What will occur?	Who is Responsible? Who is involved? Who will provide the leadership?  Who will do the work?	Timeline: When will this strategy or action begin and end?	Resources Needed: What existing and new resources will be used to accomplish the strategy?	Expected Impact: What measurable change will be seen?	Monitoring Effectiveness: For each activity, what formative evidence will be gathered to demonstrate progress?
Monitor K-3rd grade comprehension skills through exposure and practice.	Grade Level Teachers Principal Curriculum Director	Weekly   Monthly Monthly Every 7 weeks 3 times a year Annually 4 times a year Weekly A minimum of every 10 school days	OC comprehension strategy materials. Reading rubrics Uniform data spread sheet formatted by grade level OC end of unit assessment MAP (2nd & 3rd grade) WASL SWT Fluency Screenings Accelerated Reader (STAR). Pertinent articles and intervention strategies.	Movement toward meeting standard (80% or better)	STAR Skills Grouping Each trimester review: 2nd-3rd grade STAR Classroom based assessment Open Court Reading (OCR) assessments MAP (2nd and 3rd grade) WASL Reading Wedge
Activities: Steps to be taken. What will occur?	Who is Responsible? Who is involved? Who will provide the leadership?  Who will do the work?	Timeline: When will this strategy or action begin and end?	Resources Needed: What existing and new resources will be used to accomplish the strategy?	Expected Impact: What measurable change will be seen?	Monitoring Effectiveness: For each activity, what formative evidence will be gathered to demonstrate progress?
Provide targeted instruction for students not attaining standard   Review formative data	Grade level teachers Principal Curriculum Director   Grade level teachers Principal Curriculum Director	2-3 weeks with fidelity   Each trimester	Pertinent articles and intervention strategies.     STAR Classroom Based Assessment Open Court Reading (OCR) assessments MAP (2nd and 3rd grade) SWT screenings	Reduce percentage of students in Tiers II and III (Washington State Reading Instructional Model – wedge). Reduce percentage of students in Tiers II and III (Washington State Reading Instructional Model – wedge).	Curriculum based assessments       STAR Classroom Based Assessment Open Court Reading (OCR) assessments MAP (2nd and 3rd grade) SWT screenings
Accelerated Reader implemented 2nd-3rd grades and some 1st grades in January.	Librarian Classroom teachers COMPASS staff	2007-2008 2nd & 3rd Gr. - 3 times minimum per year 1st Gr. –When a student reaches a .5 reading level, they will participate in the AR program.	STAR test Readability  guidelines Leveled books Tests Computers Technical support Train future librarian and teachers in Accelerated Reader	Improved comprehension. (ZPD) All 2nd and 3rd grade students will be reading in their Zone of Proximinal Development (ZPD – reading level range).	Student Performance (ZPD growth) TOPS test (instant read out of individual book test for reading practice)
Administer STAR test to 2nd – 3rd grades to determine instructional strategies.	Classroom teachers Librarian Principal	2007-2008 September, January, and June	STAR tests Computers Train future librarian in STAR administration Train teachers	STAR Program analysis of individual/progress using end of the year data to determine growth in student achievement.	STAR Diagnostic Report and Reading Growth Report results September, January, and June
Use of WASL like comprehension question for identified stories. K-1 oral Grade 2 ~ Oral leading to written Grade 3 ~ Written	Grade 3 ~ Glenn	Ongoing 2007-2008	Open Court books Released WASL items	Grades 1-3 75% meet standard on Reading WASL Reduce percentage of students in Tiers II and III (Washington State Reading Instructional Model – wedge).	Student performance based on grade level rubric for WASL like questions.
Activities: Steps to be taken. What will occur?	Who is Responsible? Who is involved? Who will provide the leadership?  Who will do the work?	Timeline: When will this strategy or action begin and end?	Resources Needed: What existing and new resources will be used to accomplish the strategy?	Expected Impact: What measurable change will be seen?	Monitoring Effectiveness: For each activity, what formative evidence will be gathered to demonstrate progress?
Continuation of fluency screenings in K-3rd grades.	All classroom teachers SWT staff	September November March May	SWT screening materials DRA materials Established sub support for DRA	80% of students will meet or exceed grade level standard for words per minute.	K-3rd SWT screening 2nd DRA
Oral reading one-on-one.	Classroom teachers Volunteers	Weekly 2007-2008	OCR Decodables Anthologies	Student will demonstrate growth over time.	Reading Wedge SWT graphs Teacher tracking documentation Use of report card rubric
Flash card phrases to increase fluency. Grade 1 sight words.	Classroom teachers SWT Reading	Beginning of the year Fall 2007.	Fry phrases Dolch phrases	Increased oral reading fluency 80% of students will be at or above grade level standard for fluency by June 2008	Compare/monitor student achievement each trimester using SWT data graphs.
Commitment by K-3rd grade classroom teachers to provide 90 minutes of OCR reading.	Principal K-3rd grade level teachers	2007-2008	OCR	Reduce percentage of students in Tiers II and III (Washington State Reading Instructional Model – wedge).	Accountability monitoring/data
Procedures for Evaluating Progress Toward Goal:  Review results on Open Court assessments, WASL, MAP, and Accelerated Reader.

Action Plan Outline
(one form for each goal)

• School Improvement Goal: Vocabulary – Understand and use of Tier I & II vocabulary words.

Rationale:

Activities: Steps to be taken. What will occur?	Who is Responsible? Who is involved? Who will provide the leadership?  Who will do the work?	Timeline: When will this strategy or action begin and end?	Resources Needed: What existing and new resources will be used to accomplish the strategy?	Expected Impact: What measurable change will be seen?	Monitoring Effectiveness: For each activity, what formative evidence will be gathered to demonstrate progress?
Vocabulary words will be explicitly taught for meaning.	All staff	September 2007- June 2008	OCR materials Tier I & II words from Reading Intervention Summit WASL vocabulary lists	Students will include Tier II words across a variety of domains Writing Speaking	Vocabulary usage in oral and written expression activities, measured trimesterly using developed rubrics.
Procedures for Evaluating Progress Toward Goal:  Review results on Open Court Reading assessments, WASL, MAP, and Accelerated Reader.