Goal 1: By 2013-2014, all students will reach high standards in core curricular areas, at a minimum attaining proficiency or better for each ESEA subgroup in reading/language arts and mathematics.

Objective 1.1:  Increase annually the percentage of white, African American, Hispanic, Asian and Native American, low-income, special education and LEP students who are at or above the proficient level in core curricular areas, as measured by all State assessments and the College Board Examinations (such as SAT and AP) through strengthening programs for students in pre-kindergarten through grade 12.

Strategy 1.1.1:  Align curriculum, instruction, assessment and professional development with current Maryland Content Standards and the Voluntary State Curriculum, K-8.

Activity 1:  Implement the Voluntary State Curriculum (VSC) by using the aligned Curriculum Framework Progress Guides. 
Justification:
Why action was selected: 
Based on MSA data and observations in classrooms students performing below proficiency in reading comprehension and responding to texts 

Ø       Need to raise performance levels by providing teachers with ongoing professional development including: developing meaningful tasks with appropriate criteria, analyzing student work for instructional planning, and providing a level of rigor for all identified subgroups 

Ø       Need to adhere to time allotments using format in Standards for Excellence document

Research based support:

Council of Great City Schools (2001).

Report of the National Reading Panel:  Teaching Children to Read – NIFL (2000).

Put Reading First:  The Research Building Blocks for Teaching Children to Read (2001).

Grade Levels/ Subgroups:

Grades 3-5

Amer. Ind. /Al. Native

African American

Hispanic

Special Education

Asia/Pac. Islander

White

Free and Reduced Meals

Limited English Proficient

Person Responsible

Classroom Teachers

Daily implementation

Reading Specialist

Ø       Biweekly for collaborative planning

Ø       Ongoing guidance

Ø       Quarterly for overview of curriculum frameworks and benchmark administration, scoring, analysis

Principal

Daily informal monitoring
Timeline: 8/06-6/07 

·                   Receive a  rigorous course of study by grade level in each of the federally mandated catetgories of reading instruction of the Voluntary State Curriculum

·                      Guided reading instruction, inclusive of higher-level critical reading

·                      Guided writing and language instruction

·                      Guided R/ELA instruction adhering to the Curriculum Framework Progress Guides and the Standards for Excellence document

·                      Receive a comprehensive core Reading/English Language Arts textbook with appropriate supplemental resources and  technology to support all levels of Reading/English Language Arts ability

·                      Complete formative and summative assessments resulting in targeted support based upon data that reflects the individual student’s needs, i.e. enrichment opportunities and support for struggling students to include small-group and one-to-one instruction

·                      Participate in mandated instructional time for learning:

·                      135 minutes  

of R/ELA in Grades K-2

·                      105 minutes

of R/ELA Arts in Grades 3-5 

·                      Receive instruction from teachers who have received continuous professional development grounded in research-based best practices

·                      Receive differentiated extended day opportunities that include intervention and/or enrichment

·                      Receive opportunities to participate verbally and through writing in an environment that promotes risk-taking as a learner

·                      Be encouraged to read for a minimum of 20 minutes at home on a daily basis

·                      Be encouraged to write at home on a daily basis

·                      Utilize curriculum materials in conjunction with the Curriculum Framework Progress Guides for grades Pre K-5 that address the Maryland Voluntary State Curriculum

·                      Plan lessons individually and collaboratively using the CFPG Indicators, the Standards for Excellence document and make instructional decisions about students as a result of formative assessments

·                      Apply questioning techniques that lead to higher level thinking and student discourse

·                      Use technology and other resources on a regular basis

·                      Display regularly updated student work

·                      Promote a risk-taking and problem-solving environment

·                      Encourage daily home reading  for at least 20 minutes

·                      Instruct, assign, grade, and give feedback to students on Selected Response(SR), Brief-Constructed Response BCR items (as appropriate for specific grade levels)

·                      Use core textbook and supplemental resources to differentiate instruction

·                      Participate in ongoing professional development to build their capacity to meet the needs of students and/or assist  with obtaining Maryland certification

Goal 1:  Student Achievement                     Objective 1.1 Eliminating the Achievement Gap                                                                               Reading/Language Arts

Strategy 1.1.1:  Align curriculum, instruction, assessment and professional development with current Maryland Content Standards and the Voluntary State Curriculum, K-8.

Activities

Specific Targeted Population

Students Will:

Teachers Will:

Administrators Will:

Activity 2:  Administer and analyze benchmark assessments to assist in using formative data for making instructional modifications and to identify students for appropriate interventions.
Justification:
Why action was selected: 

Ø       Based on MSA data and observations in classrooms students performing below proficiency in reading comprehension and responding to texts 

Ø       Need to raise performance levels by providing teachers with ongoing professional development including: developing meaningful tasks with appropriate criteria, analyzing student work for instructional planning, and providing a level of rigor for all identified subgroups 

Ø       Need to adhere to time allotments using format in Standards for Excellence document

Research based support:

Council of Great City Schools (2001).

Report of the National Reading Panel:  Teaching Children to Read – NIFL (2000).

Put Reading First:  The Research Building Blocks for Teaching Children to Read (2001).

Grade Levels/ Subgroups:

Grades K-5

Amer. Ind./Alaskan Native
African American
Hispanic
Special Education
Asian/Pacific Islander
White
Free and Reduced Meals
Limited English Proficient
 

Person Responsible

Classroom Teachers

Daily use of data implications

Reading Specialist

Ø       Monthly for collaborative planning

Ø       Quarterly for overview of curriculum frameworks and benchmark administration, scoring, analysis

Principal

Daily informal monitoring

Timeline: 8/06-6/07 

·                   Engage in formative and summative assessments resulting in targeted support based upon data that reflects the individual student’s needs, i.e. enrichment opportunities and support for struggling students to include small-group and one-to-one instruction

·                   Instruct, assign, grade, and give feedback to students on Selected Response(SR), Brief-Constructed Response BCR items (as appropriate for specific grade levels)

·                   Administer the early literacy assessment battery, including DRA, three times per year to evaluate student achievement in K-1. Data will be used to modify instruction and student placement

·                   Administer the SRI reading assessment annually to ascertain reading growth and for initial placement into guided reading groups

·                   Participate in quarterly data utilization/ collaborative grade level meetings to adjust instruction, strategies, and interventions

·                   Provide accurate data disaggregated by teacher and student to monitor the instructional program in the school based upon formative assessments

Activity 2:  Administer and analyze benchmark assessments to assist in using formative data for making instructional modifications and to identify students for appropriate interventions.

Justification:

Why action was selected: 

Ø       Based on MSA data and observations in classrooms students performing below proficiency in reading comprehension and responding to texts 

Ø       Need to raise performance levels by providing teachers with ongoing professional development including: developing meaningful tasks with appropriate criteria, analyzing student work for instructional planning, and providing a level of rigor for all identified subgroups 

Ø       Need to adhere to time allotments using format in Standards for Excellence document

Research based support:

Council of Great City Schools (2001).

Report of the National Reading Panel:  Teaching Children to Read – NIFL (2000).

Put Reading First:  The Research Building Blocks for Teaching Children to Read (2001).

Grade Levels/ Subgroups:

Grades K-5

Amer. Ind./Alaskan Native

African American

Hispanic

Special Education

Asian/Pacific Islander

White

Free and Reduced Meals

Limited English Proficient

Person Responsible

Classroom Teachers

Daily use of data implications

Reading Specialist

Ø       Monthly for collaborative planning

Ø       Quarterly for overview of curriculum frameworks and benchmark administration, scoring, analysis

Principal

Daily informal monitoring

Timeline: 8/06-6/07 

·                   Engage in formative and summative assessments resulting in targeted support based upon data that reflects the individual student’s needs, i.e. enrichment opportunities and support for struggling students to include small-group and one-to-one instruction

·                   Instruct, assign, grade, and give feedback to students on Selected Response(SR), Brief-Constructed Response BCR items (as appropriate for specific grade levels)

·                   Administer the early literacy assessment battery, including DRA, three times per year to evaluate student achievement in K-1. Data will be used to modify instruction and student placement

·                   Administer the SRI reading assessment annually to ascertain reading growth and for initial placement into guided reading groups

·                   Participate in quarterly data utilization/ collaborative grade level meetings to adjust instruction, strategies, and interventions

·                   Provide accurate data disaggregated by teacher and student to monitor the instructional program in the school based upon formative assessments

Strategy 1.1.2: Develop and implement programs to strengthen the academic experiences of pre-kindergarten, kindergarten, and primary grades students to prevent early school failure.

Activities

Specific Targeted Population

Students Will:

Teachers Will:

Administrators Will:

Activity 3:  Implement the Balanced Reading Program to strengthen basic skills and critical thinking skills to include the five essential components of effective reading instruction.

Justification:

Why action was selected: 

·                      Based on MSA data and observations in classrooms students performing below proficiency in reading comprehension and responding to texts 

·                      Need to raise performance levels by providing teachers with ongoing professional development including: developing meaningful tasks with appropriate criteria, analyzing student work for instructional planning, and providing a level of rigor for all identified subgroups 

·                      Need to adhere to time allotments using format in Standards for Excellence document

·          Research based support:

Council of Great City Schools (2001).

Report of the National Reading Panel:  Teaching Children to Read – NIFL (2000).

Put Reading First:  The Research Building Blocks for Teaching Children to Read (2001).

Grade Levels/ Subgroups:

Grades K-2

Amer. Ind./Alaskan Native

African American

Hispanic

Special Education

Asian/Pacific Islander

White

Free and Reduced Meals

Limited English Proficient

Person Responsible

Classroom Teachers

Daily implementation

Reading Specialist

·                      Bi-weekly for collaborative planning

·                      Quarterly for overview of Curriculum Framework Progress Guides and benchmark administration, scoring, analysis

Principal

Daily informal monitoring

Timeline: 8/06 – 6/07 

·                   Receive instruction and practice in the five essential components of phonemic awareness, phonics, fluency, vocabulary, and comprehension, as relevant to their stage of literacy development

·                   Engage in daily small group/guided reading instruction with appropriately leveled text

·                   Engage in learning center activities and meaningful independent work that supports development in the five components

·                   Self-select books for independent reading, using strategies during independent reading

·                   Be encouraged to read books at home to practice/reinforce phonics, fluency and strategy use

·                   Read aloud to the teacher while he/she observes, records, and prompts for strategic reading

·                   New teachers (K-1) will be provided the opportunity to participate in the Primary Reading Workshops

·                   Implement techniques modeled at the workshops with guidance and support of reading specialist/coach

·                   Utilize the Curriculum Framework Progress Guides, including the Focus for Small Group Instruction, to plan and deliver instruction

·                   Administer the early literacy assessment battery, including DRA, three times per year to evaluate student achievement in K-1. Data will be used to modify instruction and student placement

·                   Participate in quarterly data utilization/ collaborative grade level meetings to adjust instruction, strategies, and interventions

·                   Inform teachers of opportunities to attend Primary Reading Workshops

·                   Monitor implementation of techniques learned at workshops and use of coaching to support implementation

·                   Monitor use of the Curriculum Framework Progress Guides, including Focus for Small Group Instruction, in delivery of instruction

·                   Facilitate and monitor administration of assessments and collection, analysis, and use of data for instructional adjustments